Collaborative Research: GARNET II: Self-regulated learning and the affective domain in physical geology

这个项目是为美国8-10所学院和大学的数千名学生在地球科学入门课程中研究情感领域和认知领域之间的联系。这些机构包括大型研究型大学、综合性大学、小型文理学院和两年制社区学院。GARNET -地球科学情感研究网络-通过研究学生的“情感特征”（动机，态度，价值观，信仰等）如何影响学生的学习，以及旨在帮助支持学生学习和对内容感兴趣的教学策略，促进STEM教学和学习的卓越性。GARNET通过询问“学生的学习动机和对自己学习技能的信念是如何影响他们对课程内容的理解的”，帮助填补了我们对学生学习科学的理解中一个研究较少但意义重大的空白。该项目通过提供情感领域在学习中作用的基础数据，将研究和教育结合起来，同时帮助学生培养更好的学习技能。该项目建立在先前GARNET合作项目的基础上，该项目测试了两个关键假设：(1)情感领域对学生学习有重大影响；(2)不同的教学方法显著影响学生的情绪，进而影响学习。前一个项目的结果显示，学习信念，如自我效能感，与学生的表现有关，但不同教学策略的使用对学生的情感构念的影响微乎其微。这个项目将原来GARNET关注的焦点从教师做什么来提高学习，转移到研究“学生做什么”来改变他们自己的情感和提高他们的学习能力。情感领域与四个阶段的自我调节学习周期有关，教师用这个周期来训练学生监控和调节他们的情感结构，并测量和评估相关的对学生学习的影响。在这些发现的基础上，该项目正在开发基于影响的教学资源和策略，这将使教师能够开发更好的地球科学入门课程，提高学生的参与度和态度，并最终提高在各种STEM领域的学习。

This project is examining connections between the affective domain and the cognitive domain for thousands of students in introductory geoscience courses at 8-10 colleges and universities across the United States. These institutions include large research universities, comprehensive universities, small liberal arts colleges and two-year community colleges. GARNET - the Geoscience Affective Research NETwork - is promoting excellence in STEM teaching and learning by examining how students' learning is influenced by their "affective characteristics" (motivation, attitudes, values, beliefs, etc.) and by pedagogical strategies designed to help support student learning and interest in the content. GARNET is helping to fill a little studied, yet highly significant gap in our understanding of student learning of science, by asking "how do students' motivations and beliefs about their learning skills influence their understanding of course content?" This project is integrating research and education by providing fundamental data about the role of the affective domain in learning, while simultaneously helping students develop better learning skills. The project is building on the results of a previous collaborative GARNET project that tested two key hypotheses: (1) the affective domain has a major influence on student learning; and (2) different teaching methods significantly influence student affect and, consequently, learning. Results of that previous project revealed that learning beliefs, such as self-efficacy, were related to student performance but that the use of different instructional strategies had minimal impact on students' affective constructs. This project is moving the original GARNET focus away from what instructors do to improve learning, to study "what students do" to modify their own affect and improve their abilities to learn. The affective domain is linked to a four-stage self-regulated learning cycle that instructors are using to train students to monitor and regulate their affective constructs, and are measuring and evaluating the associated impact on student learning. On the basis of such findings, the project is developing affect-based pedagogical resources and strategies that will allow instructors to develop better introductory geoscience classes and improve student engagement, attitude, and ultimately, learning across a variety of STEM fields.