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

该项目正在研究情感领域和认知领域之间的联系，为美国8-10所学院和大学的数千名学生提供地球科学入门课程。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-通过研究学生的学习如何受到他们的“情感特征”（动机，态度，价值观，信仰等）的影响，促进STEM教学和学习的卓越。以及旨在帮助支持学生学习和对内容感兴趣的教学策略。GARNET正在帮助填补一个小的研究，但在我们的理解学生学习科学的高度显着的差距，通过问“学生的动机和信念，他们的学习技能如何影响他们的理解课程内容？“这个项目通过提供关于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，将研究和教育结合起来。该项目是建立在以前的合作GARNET项目，测试两个关键假设的结果：（1）情感领域对学生的学习有重大影响;（2）不同的教学方法显着影响学生的情感，从而学习。先前的研究结果显示，学习信念，如自我效能感，与学生的表现有关，但使用不同的教学策略对学生的情感结构的影响很小。这个项目正在将GARNET最初的重点从教师为改善学习而做的事情转移到研究“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。情感领域与四阶段自我调节学习周期有关，教师使用该周期来训练学生监测和调节其情感结构，并测量和评估对学生学习的相关影响。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，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，态度，并最终在各种STEM领域学习。

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.