CAREER: Retrieval-Enhanced Learning of Foundational Conceptual Knowledge

职业：基础概念知识的检索强化学习

• 批准号: 1149363
• 负责人: Jeffrey Karpicke
• 金额: $ 49.85万
• 依托单位: Purdue University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-08-01 至 2018-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1149363&HistoricalAwards=false
• 关键词: CAREER; Retrieval; Enhanced; Learning; Foundational

This research applies recent findings about the effectiveness of retrieval practice to science education to determine the impact on students' learning in introductory undergraduate biology. Retrieval practice is the practice of having students engage in active reconstruction of their knowledge and has been shown to have powerful effects on meaningful learning and long-term retention The project integrates the most robust and effective strategies characteristic of retrieval practices with science concepts in biology to test for meaningful learning and long-term retention of knowledge gains. The project assembles an interdisciplinary Research Advisory Board that includes cognitive scientists and science educators to help inform and guide the study. It involves approximately, 150-200 undergraduate introductory biology students in the study.The two aims include:-Identifying the best ways to scaffold retrieval practice and use active collaboration to produce meaningful STEM learning for students with different learning characteristics.-Establishing the effectiveness of scaffolded retrieval practice strategies in a large introductory biology course.The work connects areas of theory-driven empirically-grounded psychology with instructional design. Aim 1 focuses on multiple factors (e.g. cue generation, individual versus collaborative retrieval, learning styles, and verbal or visual formats), while Aim 2 focuses on whether retrieval practice is more effective if students engage in retrieval under different scenarios. Data collection includes short-answer tests, Pathfinder analysis, and surveys. Data analysis involves analysis of variance, factorial designs, and post-hoc t-tests to perform pairwise comparisons and estimates of effect sizes. The outcomes and impacts of this research establish effective retrieval practice strategies for enhancing conceptual learning of biology concepts, show individual differences based on reading comprehension, identify the role of learning styles in retrieval, and outline the feasibility and effectiveness of retrieval practices in increasing students' success as they progress to higher-level courses in science.

本研究应用最新的研究结果检索实践的有效性，以科学教育，以确定对学生的学习的影响，在介绍本科生物学。检索实践是让学生积极重建知识的实践，并已被证明对有意义的学习和长期保留具有强大的影响。该项目将检索实践中最强大和有效的策略与生物学中的科学概念相结合，以测试有意义的学习和长期保留知识。该项目组建了一个跨学科的研究咨询委员会，其中包括认知科学家和科学教育工作者，以帮助通知和指导研究。 这项研究涉及大约150-200名本科生物学入门学生。这两个目标包括：-确定支架检索实践的最佳方法，并使用积极的合作来为具有不同学习特征的学生提供有意义的STEM学习。-在一个大型的生物学导论课程中建立支架式检索实践策略的有效性。这项工作将理论驱动的心理学领域与教学设计联系起来。 目标1侧重于多个因素（例如线索生成，个人与合作检索，学习风格，以及口头或视觉格式），而目标2则侧重于检索实践是否更有效，如果学生在不同的场景下进行检索。 数据收集包括简答测试、Pathfinder分析和调查。 数据分析包括方差分析、析因设计和事后t检验，以进行成对比较和效应量估计。 本研究的成果和影响建立有效的检索实践策略，以提高生物学概念的概念学习，显示基于阅读理解的个体差异，识别学习风格在检索中的作用，并概述检索实践的可行性和有效性，以提高学生的成功，因为他们进步到更高层次的科学课程。