Collaborative Research: Longitudinal Impact of Peer-Led Team Learning on Retention of Chemistry Concepts and Attitudes toward Chemistry

协作研究:同伴主导的团队学习对化学概念和化学态度保留的纵向影响

基本信息

  • 批准号:
    1712230
  • 负责人:
  • 金额:
    $ 13.03万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2018
  • 资助国家:
    美国
  • 起止时间:
    2018-06-01 至 2023-05-31
  • 项目状态:
    已结题

项目摘要

Peer-Led Team Learning (PLTL) is a teaching method that relies on students who successfully completed a course (known as "peer leaders") to return to the course to lead new students in small group learning activities. A strength of this approach is that it can be used in large introductory college science, technology, engineering, and mathematics (STEM) courses. As a result, PLTL has been implemented at more than one hundred colleges and universities nationwide. Research studies have found that PLTL promotes student academic success more effectively than lecture-based teaching alone. However, most of this research has only examined PLTL's impacts within a single course. Thus, little is known about the impacts of PLTL on students' long-term retention of knowledge and skills. Therefore, this Improving Undergraduate STEM Education (IUSE: EHR) Exploration & Design project will fill an important research gap by investigating the extent to which PLTL supports long-term retention of chemistry knowledge and skills, in comparison to lecture-based instruction. Because learning is also affected by students' motivation and attitudes, the project will also measure these factors. The studies will be carried out at the University of South Florida (USF), the University of Central Florida (UCF), the University of New Hampshire (UNH), and the University of Southern Maine (USM). The results of these studies have the potential to inform college chemistry instructors regarding how to promote and evaluate long-term student retention of knowledge and skills.The project will investigate the longitudinal impact of PLTL on general chemistry knowledge retention using two concurrent approaches. In the first approach, the project team will assess students' knowledge in upper-level quantitative analysis courses as a function of whether or not they participated in PLTL in their general chemistry courses. Instructors at USF, UCF, UNH, and USM will collaborate with the research team to create assessment items for general chemistry concepts that are central to understanding quantitative analysis. In addition to more traditional exam questions, novel Creative Exercises (CEs) will be used. CEs consist of prompts that ask students to write as many related statements as they can that are distinct, correct, and relevant. This generative assessment approach is designed to reveal both correct and incorrect associations students construct with the prompts. A course-entry survey will identify students in the quantitative analysis courses who had been involved in PLTL as a student or peer leader in general chemistry, and determine the nature of their learning experiences in and out of the classroom. A second approach will be a longitudinal comparison study, for which students will be recruited at the end of their general chemistry course. Students will be asked to respond to assessments of their general chemistry knowledge and skills at the end of the course and twice more within the following two-year period. The combination of the quasi-experimental in-vivo approach and experimental in vitro approach will help balance the relative advantages and disadvantages of each research approach. In addition, other relevant student measures, including of motivation, metacognition, attitudes, and self-concept as chemistry learners, will be collected and analyzed. These data will be used to disaggregate or cluster sub-populations of students for statistical or descriptive comparisons. Results from the project are expected to provide insights regarding the long-term value of PLTL for students and peer leaders, create novel content knowledge assessments for general chemistry and analytical chemistry, and provide guidance to instructional designers regarding the aspects of PLTL that are most valuable for learning.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
同侪领导小组学习(英语:Peer-Led Team Learning,PLTL)是一种教学方法,依靠成功完成课程的学生(称为“同侪领导者”)返回课程,带领新生进行小组学习活动。这种方法的优势在于,它可以用于大型的大学科学、技术、工程和数学(STEM)入门课程。因此,PLTL已在全国100多所高校实施。 研究发现,PLTL比单纯的基于讲座的教学更有效地促进学生的学业成功。然而,大多数的研究只考察了PLTL在一个单一的过程中的影响。因此,很少有人知道PLTL对学生的知识和技能的长期保留的影响。因此,这个改善本科STEM教育(IUSE:EHR)探索设计项目将通过调查与基于讲座的教学相比,PLTL在多大程度上支持化学知识和技能的长期保留来填补一个重要的研究空白。 由于学习也受到学生的动机和态度的影响,该项目也将衡量这些因素。 这些研究将在南佛罗里达大学(USF)、中佛罗里达大学(UCF)、新罕布什尔州大学(UNH)和南缅因州大学(USM)进行。这些研究的结果有可能告知大学化学教师如何促进和评估长期的学生保留的知识和skills.The项目将调查的纵向影响PLTL一般化学知识保留使用两个并行的方法。在第一种方法中,项目小组将评估学生在高级定量分析课程中的知识,作为他们是否在普通化学课程中参加PLTL的函数。USF,UCF,UNH和USM的教师将与研究团队合作,为理解定量分析的核心一般化学概念创建评估项目。除了更传统的考试问题,新颖的创意练习(CE)将被使用。CE包括提示,要求学生写尽可能多的相关声明,他们可以是独特的,正确的,相关的。这种生成性评估方法旨在揭示学生根据提示构建的正确和不正确的关联。课程入学调查将确定学生在定量分析课程谁曾参与PLTL作为学生或同行领导人在普通化学,并确定他们的学习经验的性质在课堂内外。第二种方法将是纵向比较研究,学生将在普通化学课程结束时被招募。学生将被要求在课程结束时对他们的一般化学知识和技能进行评估,并在接下来的两年内再进行两次评估。准实验性体内研究方法和实验性体外研究方法的结合将有助于平衡每种研究方法的相对优势和劣势。此外,本研究亦收集并分析其他相关的学生测量,包括化学学习者的动机、元认知、态度及自我概念。这些数据将用于对学生的亚群体进行分类或聚类,以进行统计或描述性比较。该项目的结果预计将为学生和同行领导者提供有关PLTL长期价值的见解,为普通化学和分析化学创造新的内容知识评估,该奖项反映了NSF的法定使命,并被认为值得通过使用基金会的知识价值和更广泛的影响审查标准。

项目成果

期刊论文数量(1)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
When All You Have Is a Covalent Model of Bonding, Every Substance Is a Molecule: A Longitudinal Study of Student Enactment of Covalent and Ionic Bonding Models
当你拥有的只是共价键合模型时,每种物质都是分子:对学生实施共价键合和离子键合模型的纵向研究
  • DOI:
    10.1021/acs.jchemed.2c00188
  • 发表时间:
    2022
  • 期刊:
  • 影响因子:
    3
  • 作者:
    Bowe, Kathleen A.;Bauer, Christopher F.;Wang, Ying;Lewis, Scott E.
  • 通讯作者:
    Lewis, Scott E.
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Christopher Bauer其他文献

Decomposition of proton NMR spectra into individual spin multiplets
将质子 NMR 谱分解为单个自旋多重态
  • DOI:
  • 发表时间:
    1985
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Christopher Bauer;R. Freeman
  • 通讯作者:
    R. Freeman
CT-integrated treatment planning for robot-assisted, laser-guided radiofrequency ablation
  • DOI:
    10.1016/j.ics.2005.03.227
  • 发表时间:
    2005-05-01
  • 期刊:
  • 影响因子:
  • 作者:
    Jeffrey Yanof;Christopher Bauer;Steffen Renisch;Achint Lala;Paul Klahr;Dieter Haemmerich;Bradford Wood
  • 通讯作者:
    Bradford Wood
Long-range carbon-proton coupling constants
  • DOI:
    10.1016/0022-2364(84)90161-6
  • 发表时间:
    1984-07-01
  • 期刊:
  • 影响因子:
  • 作者:
    Christopher Bauer;Ray Freeman;Stephen Wimperis
  • 通讯作者:
    Stephen Wimperis
A novel brain PET insert for the MINDView project
用于 MINDView 项目的新型大脑 PET 插入物
  • DOI:
    10.1109/nssmic.2014.7430885
  • 发表时间:
    2014
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Antonio J. González;F. Sánchez;P. Conde;S. Aussenhofer;D. Gareis;R. Pani;R. Pellegrini;M. Bettiol;A. Fabbri;S. Majewski;Christopher Bauer;A. Stolin;P. Martone;J. Bert;D. Visvikis;C. Jackson;John Murphy;K. O'Neill;J. Benlloch
  • 通讯作者:
    J. Benlloch

Christopher Bauer的其他文献

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{{ truncateString('Christopher Bauer', 18)}}的其他基金

Transforming Undergraduate STEM Gateway Teaching and Learning by Emphasizing Core, Interdisciplinary STEM Practices
通过强调核心、跨学科 STEM 实践来转变本科 STEM 入门教学
  • 批准号:
    2013427
  • 财政年份:
    2020
  • 资助金额:
    $ 13.03万
  • 项目类别:
    Continuing Grant
Collaborative Research: Development and Evaluation of a Service-Learning Focused Chemistry Curriculum
合作研究:以服务学习为中心的化学课程的开发和评估
  • 批准号:
    1830120
  • 财政年份:
    2018
  • 资助金额:
    $ 13.03万
  • 项目类别:
    Standard Grant
Windows on the Inquiry Classroom: Full Course, Instructor-and-Apprentice Annotated Video for Professional Development in STEM Inquiry Teaching
探究课堂之窗:STEM探究教学专业发展的完整课程、师徒带注释视频
  • 批准号:
    1245730
  • 财政年份:
    2014
  • 资助金额:
    $ 13.03万
  • 项目类别:
    Standard Grant
Collaborative Research: Creating a Common Thermodynamics
合作研究:创建共同的热力学
  • 批准号:
    1122925
  • 财政年份:
    2011
  • 资助金额:
    $ 13.03万
  • 项目类别:
    Standard Grant
Process-Oriented Guided Inqiury Learning (POGIL) and Research-Based Pedagogy Workshops for Chemistry Graduate Students
面向过程的引导式探究学习(POGIL)和化学研究生研究型教学研讨会
  • 批准号:
    0817144
  • 财政年份:
    2008
  • 资助金额:
    $ 13.03万
  • 项目类别:
    Standard Grant
Integrating the Chemistry Systemic Initiatives and Teacher Professional Development in a Large General Chemistry Course
将化学系统举措和教师专业发展整合到大型普通化学课程中
  • 批准号:
    0087967
  • 财政年份:
    2001
  • 资助金额:
    $ 13.03万
  • 项目类别:
    Standard Grant

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