Experimental and Theoretical Analysis of Cognitive Processes Underlying Clicker Use in STEM Education

STEM 教育中 Clicker 使用背后的认知过程的实验和理论分析

• 批准号: 1246588
• 负责人: Alice Healy
• 金额: $ 127.42万
• 依托单位: University of Colorado at Boulder
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-10-01 至 2016-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1246588&HistoricalAwards=false
• 关键词: Experimental; Theoretical; Analysis; Cognitive; Processes

This proposal describes a research project based at the University of Colorado on the use of clicker technology in the teaching and the learning of STEM content, in this case undergraduate statistics. With this technique, each student is given a hand-held response device called a clicker, which is used to respond to periodic probe questions asked by the instructor about material recently presented in a lecture. Students are tested at multiple unpredictable points during a lecture, and the results of these tests are immediately available to both the instructor and students in summary form. The investigators bring their expertise in mathematical modeling, cognitive psychology, workforce training, statistics education, learning technology, assessment, and science education to bear in an initial set of laboratory and classroom studies of a number of relevant variables in order to determine the conditions under which the use of clickers is most effective, both for learning by the student and as a means of assessment by the teacher. The research focuses on a real educational intervention already in use in classroom. An analytical experimental approach is used to identify the cognitive mechanisms that underlie this educational intervention, and this analysis allows for its refinement and improvement. The project further develops ways to optimize not just the acquisition of knowledge but also students? ability to retain that knowledge and transfer it to new situations and domains.

本提案描述了一个基于科罗拉多大学的关于在STEM内容的教学和学习中使用clicker技术的研究项目，在这个案例中是本科生统计学。使用这种技术，每个学生都有一个手持的响应设备，称为点击器，用于回答教师关于最近在讲座中提出的材料的周期性探针问题。在讲课过程中，学生会在多个不可预测的点上接受测试，这些测试的结果会以摘要的形式立即提供给教师和学生。调查人员将他们在数学建模、认知心理学、劳动力培训、统计教育、学习技术、评估和科学教育方面的专业知识运用到一系列相关变量的实验室和课堂研究中，以确定在哪些条件下使用点击器是最有效的，无论是对学生的学习还是作为教师的评估手段。本研究的重点是一个已经在课堂上使用的真正的教育干预。一种分析实验方法被用来确定这种教育干预背后的认知机制，这种分析允许其改进和改进。该项目进一步开发了优化知识获取和学生学习的方法。保留知识并将其转移到新情况和领域的能力。