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

合作研究：GARNET II：自我调节学习和自然地质学中的情感领域

• 批准号: 1023051
• 负责人: Dexter Perkins
• 金额: $ 12.34万
• 依托单位: University of North Dakota Main Campus
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-10-01 至 2013-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1023051&HistoricalAwards=false
• 关键词: Collaborative; Research; GARNET; II; Self

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.

这个项目正在研究情感领域和认知领域之间的联系，让美国8-10所学院和大学的数千名学生参加地球科学入门课程。这些机构包括大型研究型大学、综合性大学、小型文科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、信念等)如何影响学生的学习，促进STEM教与学的卓越。并通过旨在帮助支持学生学习和对内容的兴趣的教学策略。Garnet正在帮助填补我们对学生学习科学的理解中的一个很少研究但却非常重要的空白，他问道：“学生对他们学习技能的动机和信念如何影响他们对课程内容的理解？”该项目通过提供有关情感领域在学习中的作用的基本数据，同时帮助学生发展更好的学习技能，将研究和教育结合在一起。该项目是建立在先前一个合作的Garnet项目的结果基础上的，该项目测试了两个关键假设：(1)情感领域对学生的学习有重大影响；(2)不同的教学方法显著影响学生的情感，从而影响学习。先前项目的结果显示，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结构的影响微乎其微。这个项目正在将最初Garnet的重点从教师所做的改善学习的工作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。情感领域与一个四阶段的自我调节学习周期有关，教师利用这个周期训练学生监控和调节他们的情感结构，并衡量和评估与之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情感的教学资源和战略，使教师能够开发更好的地球科学入门课程，并提高学生的参与度和态度，最终提高学生在各种STEM领域的学习。