Investigating Team Knowledge Building in Complex Science and Statistics Problem Solving when the Teams Include Deaf/Hard of Hearing and Hearing College Students

该奖项由EHR核心研究（ECR）项目支持，特别是ECR残疾教育研究（RDE）领域的特殊兴趣。ECR强调在STEM领域产生基础知识的基础教育研究。投资在至关重要、广泛和持久的关键领域：STEM学习和STEM学习环境，扩大STEM参与，以及STEM劳动力发展。这项残疾教育项目的研究将有助于了解失聪和听障本科生以及他们的同龄人如何在科学团队中合作解决问题。这项研究将有助于确定如何更好地教育在我国学习科学的学生，以及他们如何利用统计知识来解决问题。在我国的学校里，大约有8万名有听力障碍的学龄儿童。迫切需要确保这些学生在接受大学教育并在STEM职业生涯中取得进步时，能够平等地参与科学和数学教育的团队合作。更好地了解失聪和听力障碍的本科生如何在团队环境中学习，以及他们如何将统计知识应用于科学学习活动，有可能导致进一步的基础和应用研究，最终可能改善这些学生学习科学的方式，以及大学教师如何改进他们的教学实践，帮助学生更好地学习科学内容，将统计知识应用于学习。在STEM团队中一起工作。罗彻斯特理工学院国家聋人研究所的项目负责人将调查协作情境参数（信息、知识不确定性、团队成员特征和技术）和图式丰富的沟通（关于沟通和使用知识产品信息板的培训）对知识构建过程（知识转移、对象和互操作性）的影响。以及认知一致性)在应用统计学概念解决科学问题的本科生小团体中很明显。在完成探索性研究后，预计结果将为未来的基础和应用教育研究提供信息，以了解聋人和听力障碍者组成的本科生团队在应用统计知识时如何解决科学问题。这项工作的结果有望在专业出版物中与教育研究人员和公众分享。

This award is supported by the EHR Core Research (ECR) program, specifically the ECR Research in Disabilities Education (RDE) area of special interest. ECR 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 research in disabilities education project will contribute to foundational knowledge about how deaf and hard-of-hearing undergraduate students, and their hearing peers, work together within science teams to solve problems. This research will contribute to the need to determine how to better educate students studying science in our country and about how they use their knowledge about statistics to solve problems. There are approximately 80,000 school-age children with hearing impairments in our nation's schools. There is a pressing need to ensure that when these students pursue college education, and advance in STEM careers, they have equal access to team work in science and mathematics education. Gaining a better understanding of how undergraduate students who are deaf and hard-of-hearing learn in team settings, and when they apply statistical knowledge to the science learning activities, has the potential to lead to further basic and applied research which may ultimately improve how these students learn science and how college faculty can improve their instructional practices to help students better learn science content, apply statistical knowledge to learning, and work together in STEM teams.Project leaders at Rochester Institute of Technology's National Institute for the Deaf will investigate the effects of collaboration situation parameters (information, knowledge uncertainty, team member characteristics and technology) and schema enriched communication (training about communication and use of information boards for knowledge products) on the knowledge building processes (knowledge transfer, objects and interoperability, and cognitive congruence) evident in small groups of undergraduate students who apply statistics concepts to science problem solving. At the completion of the exploratory study, it is anticipated that results will inform future basic and applied educational research about how undergraduate teams, with deaf and hard-of-hearing members, solve science problems when they apply statistical knowledge. The results of this work are expected to be shared with education researchers and the public in professional publications.