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)计划支持，特别是ECR特别关注的残疾教育研究(RDE)领域。ECR强调能够产生该领域基础知识的STEM基础教育研究。在基本、广泛和持久的关键领域进行投资：STEM学习和STEM学习环境，扩大STEM的参与，以及STEM劳动力发展。这一残疾教育研究项目将有助于了解聋哑大学生和他们的听力障碍同龄人如何在科学团队中合作解决问题的基础知识。这项研究将有助于确定如何更好地教育我国学习科学的学生，以及他们如何利用他们的统计知识来解决问题。我国学校中约有8万名适龄听力障碍儿童。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，有平等的机会参与科学和数学教育方面的团队合作。更好地了解聋哑人本科生如何在团队环境中学习，以及当他们将统计知识应用于科学学习活动时，有可能导致进一步的基础和应用研究，最终可能会改善这些学生学习科学的方式，以及大学教职员工如何改进他们的教学实践，以帮助学生更好地学习科学内容，将统计知识应用于学习，并在STEM团队中合作。罗切斯特理工学院国家聋人研究所的项目负责人将调查合作情境参数(信息、知识不确定性、在将统计学概念应用于科学问题解决的本科生小组中，在知识构建过程(知识传授、对象和互操作性以及认知一致性)方面，小组成员提供了丰富的交流(关于沟通和使用知识产品信息板的培训)和图式丰富的交流(团队成员特征和技术)。在探索性研究完成后，预计结果将为未来的基础和应用教育研究提供信息，了解有聋人和重听人成员的本科生团队如何在应用统计知识时解决科学问题。这项工作的成果预计将在专业出版物上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.