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Collaborative Research: Modeling for the Enhancement of Learning Chemistry (ModEL-C): Measuring cognitive load & impact of modeling activities across the chemistry curriculum

协作研究：增强学习化学的建模 (Model-C)：测量认知负荷

基本信息

批准号：
1711402
负责人：
Cassidy Terrell
金额：
$ 8.56万
依托单位：
University of Minnesota-Twin Cities
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-08-01 至 2021-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1711402&HistoricalAwards=false
关键词：
Collaborative Research Modeling Enhancement Learning

项目摘要

The ModEL-C project will examine how cognitive load affects students' conceptual learning through the use of chemistry and biochemistry models. The disciplines of chemistry and biochemistry present a particular challenge to students with abstract concepts that can lead to rampant and resistant misconceptions, affecting both learning and student retention. Based on the data collected from this study, the project team will implement three-dimensional (3D) virtual and physical modeling activities across the chemistry and biochemistry curriculum that optimize cognitive load and thereby enhance student learning. Ultimately this work will create better consumers of chemistry and biochemistry education. This project will characterize the cognitive load of 3D physical and virtual modeling activities by defining what and how many cognitive tasks and concepts are accessed while using those 3D modeling activities in general, organic and biochemistry courses. To this end, a student cohort and select content experts will participate in a simulated learning environment, completing modeling activities while their cognition is monitored by means of eye-tracking and electroencephalogram (EEG) technologies. Moving forward, this project will provide evidence to more intelligently design and execute 3D virtual and physical modeling activities to decrease their cognitive load en route to deepening students' ability to understand biomolecular interactions and overcome misconceptions. This evidence will create avenues for curricular change, from minimal to drastic, for those researchers and practitioners interested in conceptual changes as well as the advancement of the NGSS practice of modeling.

ModEL-C项目将通过使用化学和生物化学模型来研究认知负荷如何影响学生的概念学习。化学和生物化学学科对抽象概念的学生提出了特别的挑战，这些概念可能导致猖獗和顽固的误解，影响学习和学生的保留。根据从这项研究中收集的数据，项目团队将在化学和生物化学课程中实施三维（3D）虚拟和物理建模活动，以优化认知负荷，从而提高学生的学习能力。最终，这项工作将创造更好的化学和生物化学教育的消费者。该项目将通过定义在一般，有机和生物化学课程中使用这些3D建模活动时访问哪些和多少认知任务和概念来表征3D物理和虚拟建模活动的认知负荷。为此，一个学生群体和选定的内容专家将参与模拟学习环境，完成建模活动，同时通过眼动跟踪和脑电图（EEG）技术监测他们的认知。展望未来，该项目将提供证据，以更智能地设计和执行3D虚拟和物理建模活动，以减少他们的认知负荷，从而加深学生理解生物分子相互作用和克服误解的能力。这些证据将为课程变革创造途径，从最小到剧烈，对于那些对概念变革感兴趣的研究人员和从业者以及NGSS建模实践的推进。

项目成果

期刊论文数量（3）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Physical Models Support Active Learning as Effective Thinking Tools

物理模型支持主动学习作为有效的思维工具

DOI：
10.1021/bk-2019-1337.ch003
发表时间：
2019
期刊：
ACS symposium series
影响因子：
0
作者：
Terrell, Cassidy A.;Franzen, Margaret A.;Herman, Timothy;Malapati, Sunil;Newman, Dina L.;Wright, L. Kate
通讯作者：
Wright, L. Kate

Aiming for the Bullseye : Targeted activities decrease misconceptions related to enzyme function for undergraduate biochemistry students

瞄准靶心：有针对性的活动减少了生物化学本科生对酶功能的误解