Effects of diagrams and spatial skills on undergraduate students' illusions of understanding of introductory biology and geoscience texts

图表和空间技能对本科生理解生物学和地球科学入门文本的幻想的影响

基本信息

  • 批准号:
    1535299
  • 负责人:
  • 金额:
    $ 89.62万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2015
  • 资助国家:
    美国
  • 起止时间:
    2015-09-15 至 2020-08-31
  • 项目状态:
    已结题

项目摘要

A majority of people experience illusions of understanding when reading explanations of scientific phenomena. That is, people generally think they understood what they read better than they actually did. This self-assessment skill (referred to as monitoring) is critical in order for students to regulate their own learning and tailor their study behaviors so that they develop deep understanding of science topics. Interestingly, a number of recent studies have demonstrated that illusions of understanding may be especially likely when students are presented with diagrams or graphs alongside texts, even though these visualizations are generally intended to improve understanding. It is thus critical to identify ways to optimize the learning benefits of diagrams without creating such illusions of understanding.The goal of this EHR Core Research (ECR) project is to explore how the inclusion of visualizations, such as diagrams or graphs, in scientific texts impacts studying, learning, and comprehension monitoring behaviors of undergraduate science students. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. This fundamental research on STEM learning will employ experimental designs to test when, how, and for which students these visualizations may cause illusions of understanding; whether these illusions differ by discipline or as a result of spatial skills; and whether different instructional or presentation conditions can help students to overcome these illusions and more effectively monitor their understanding. The studies will examine these questions in the context of first year college students studying introductory biology and geoscience courses at a diverse, urban public institution. An important theme of this work will be articulating the kinds of explicit training and skills that students may need before they can learn and monitor effectively from materials including visualizations. The results of this study will build foundational knowledge regarding the conditions that cause illusions of understanding of scientific texts, and how these illusions may be avoided. The knowledge gained will in turn help researchers and educators to design instructional materials that will equip students with the skills they need to thrive in science courses and persist in science courses and careers.
大多数人在阅读对科学现象的解释时会产生理解的错觉。也就是说,人们通常认为他们比实际上更好地理解了他们所阅读的内容。这种自我评估技能(称为监测)是至关重要的,以使学生规范自己的学习和调整自己的学习行为,使他们发展的科学主题的深刻理解。有趣的是,最近的一些研究表明,当学生在文本旁边看到图表或图形时,理解的错觉可能特别容易,即使这些可视化通常是为了提高理解。因此,关键是要确定如何优化图表的学习效益,而不造成这种错觉的理解。EHR核心研究(ECR)项目的目标是探索如何纳入可视化,如图表或图形,在科学文本的影响,学习和理解监测行为的本科理科学生。ECR计划强调基础STEM教育研究,产生该领域的基础知识。投资是在关键领域是必不可少的,广泛的和持久的:干学习和干学习环境,扩大参与干,干劳动力发展。这项关于STEM学习的基础研究将采用实验设计来测试这些可视化何时、如何以及对哪些学生可能造成理解错觉;这些错觉是否因学科或空间技能而异;以及不同的教学或呈现条件是否可以帮助学生克服这些错觉并更有效地监控他们的理解。这些研究将在一个多样化的城市公共机构学习生物学和地球科学入门课程的一年级大学生的背景下研究这些问题。这项工作的一个重要主题将是阐明学生在从包括可视化在内的材料中学习和有效监控之前可能需要的明确培训和技能。这项研究的结果将建立基础知识的条件下,导致科学文本的理解错觉,以及如何避免这些错觉。所获得的知识反过来将帮助研究人员和教育工作者设计教学材料,使学生具备在科学课程中取得成功并坚持科学课程和职业所需的技能。

项目成果

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Jennifer Wiley其他文献

Improving multiple document comprehension with a lesson about multi-causal explanations in science
通过有关科学多因果解释的课程提高对多文档的理解
  • DOI:
    10.1007/s11251-023-09657-1
  • 发表时间:
    2024
  • 期刊:
  • 影响因子:
    2.5
  • 作者:
    Thomas D. Griffin;Allison J. Jaeger;M. A. Britt;Jennifer Wiley
  • 通讯作者:
    Jennifer Wiley
ClArifying goAls of reAding for UnderstAnding from expository sCienCe text
明确解释性科学文本的阅读理解目标
  • DOI:
  • 发表时间:
    2011
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Jennifer Wiley;K. Ash;Christopher A. Sanchez;Allison J. Jaeger
  • 通讯作者:
    Allison J. Jaeger
Applying a new conceptual framework to evaluate tuberculosis surveillance and action performance and measure the costs, Hillsborough County, Florida, 2002.
应用新的概念框架来评估结核病监测和行动绩效并衡量成本,佛罗里达州希尔斯伯勒县,2002 年。
  • DOI:
    10.1016/j.annepidem.2003.09.021
  • 发表时间:
    2004
  • 期刊:
  • 影响因子:
    5.6
  • 作者:
    S. McNabb;Alison M Surdo;A. Redmond;J. Cobb;Jennifer Wiley;Sumita Chakrabarti;H. Duncan;N. Qualls;M. Moore
  • 通讯作者:
    M. Moore
of Experimental Psychology : Learning , Memory , and Cognition Forgetting the Literal : The Role of Inhibition in Metaphor Comprehension
实验心理学:学习、记忆和认知忘记字面意义:抑制在隐喻理解中的作用
  • DOI:
  • 发表时间:
    2016
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Tim George;Jennifer Wiley
  • 通讯作者:
    Jennifer Wiley
Conceptual overlap among texts impedes comprehension monitoring
文本之间的概念重叠阻碍了理解监测
  • DOI:
    10.3758/s13423-023-02349-4
  • 发表时间:
    2023
  • 期刊:
  • 影响因子:
    3.5
  • 作者:
    Lena Hildenbrand;David Sarmento;Thomas D. Griffin;Jennifer Wiley
  • 通讯作者:
    Jennifer Wiley

Jennifer Wiley的其他文献

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{{ truncateString('Jennifer Wiley', 18)}}的其他基金

Understanding Optimal Size for Group Work in Face to Face and Virtual Research Methods Courses for Undergraduate Psychology Majors
了解本科心理学专业面对面和虚拟研究方法课程中小组工作的最佳规模
  • 批准号:
    2120658
  • 财政年份:
    2021
  • 资助金额:
    $ 89.62万
  • 项目类别:
    Standard Grant
Support for Interdisciplinary Training in Discourse to Transform Educational Research and Build Capacity
支持跨学科话语培训,以转变教育研究和建设能力
  • 批准号:
    1137435
  • 财政年份:
    2011
  • 资助金额:
    $ 89.62万
  • 项目类别:
    Standard Grant
Cognitive Science July 29, 2009 through August 1, 2009: Strengthening International Connections and Perspectives on Cognitive Science
认知科学 2009年7月29日至2009年8月1日:加强认知科学的国际联系和观点
  • 批准号:
    0910558
  • 财政年份:
    2009
  • 资助金额:
    $ 89.62万
  • 项目类别:
    Standard Grant
Support for Training at the Intersection of Developmental and Cognitive Science at CogSci2008
支持 CogSci2008 发展科学和认知科学交叉点的培训
  • 批准号:
    0818283
  • 财政年份:
    2008
  • 资助金额:
    $ 89.62万
  • 项目类别:
    Standard Grant
CAREER: Costs and benefits of problem solving in small groups: An integrated plan for research and education
职业:小组解决问题的成本和收益:研究和教育的综合计划
  • 批准号:
    0347887
  • 财政年份:
    2004
  • 资助金额:
    $ 89.62万
  • 项目类别:
    Continuing Grant
ROLE Proposal: Understanding in Science: Eyetracking Studies
角色提案:科学理解:眼球追踪研究
  • 批准号:
    0126265
  • 财政年份:
    2002
  • 资助金额:
    $ 89.62万
  • 项目类别:
    Continuing Grant

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Efficient Computation of Generalized Persistence Diagrams
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