Collaborative Research: Extending A Coherent Gateway to STEM Teaching and Learning

协作研究：扩展 STEM 教学的连贯门户

• 批准号: 1726360
• 负责人: James Laverty
• 金额: $ 28.77万
• 依托单位: Kansas State University
• 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: 2017-09-01 至 2023-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1726360&HistoricalAwards=false
• 关键词: Collaborative; Research; Extending; Coherent; Gateway

There is compelling evidence that introductory gateway courses are often significant barriers to student success, persistence, and graduation in Science, Technology, Engineering, and Mathematics (STEM). Drawing on work supported by the Association of American Universities, this collaborative R&D project is designed to implement an innovative teaching and learning model, Three-Dimensional (3D) Learning, and investigate the factors (e.g., supports and challenges) affecting the adoption and implementation of instructional innovation in introductory and upper level courses in STEM. The approach is based on an adaptation of the National Research Council's document, A Framework for K-12 Science Education, for postsecondary education. Rather than focusing on developing faculty awareness and implementation of high impact practices as a means to transform STEM courses, the 3D Learning framework focuses on engaging faculty in identifying core ideas in the disciplines, including scientific practice in the classroom, and incorporating crosscutting scientific concepts in course materials with the goal of building faculty capacity and departmental/institutional infrastructure to improve student learning. The project concentrates on two major efforts: (1) the propagation of 3D Learning, development and validation of assessment tools, and implementation of faculty support structures across Michigan State University and its partner institutions, Grand Valley State University, Florida International University, and Kansas State University and (2) research using a variety of methods to examine how instructional innovation is adopted and implemented across different disciplines, department cultures, and institutional ecologies and their affect on student outcomes. The project focuses on faculty as key change agents in higher education and draws on the literature on institutional change that emphasizes the importance of the human, social, and cultural capital of individuals in establishing and sustaining institutional change and the propagation of instructional innovation in the classroom. The quantitative and qualitative mixed methods research project is designed to identify factors and conditions that support or prevent faculty from broadly adopting and implementing 3D Learning. By examining differential levels of adoption and implementation of 3D Learning across disciplines and institutions, the study will test assumptions found in the theoretical and empirical research literature on faculty development and instructional change. The research team will use student assessments, classroom observation, surveys, and interviews with students to identify, track, and examine how these different levels of adoption and implementation affect student outcomes, such as persistence, motivation, and knowledge (e.g., core ideas in the disciplines, scientific practices, and crosscutting concepts in the sciences).

有令人信服的证据表明，入门课程往往是学生在科学、技术、工程和数学(STEM)方面取得成功、坚持不懈和毕业的重要障碍。在美国大学协会的支持下，这一合作研发项目旨在实施一种创新的教学模式--三维(3D)学习，并调查影响STEM入门课程和高级课程采用和实施教学创新的因素(例如，支持和挑战)。这一方法是根据国家研究委员会的文件《K-12科学教育框架》改编的，适用于中学后教育。3D学习框架不是专注于培养教师的意识和实施高影响力的实践，以此作为转变STEM课程的一种手段，而是专注于让教师识别学科中的核心思想，包括课堂上的科学实践，并将交叉科学概念纳入课程材料，目标是建设教师能力和部门/机构基础设施，以改善学生的学习。该项目集中于两个主要工作：(1)在密歇根州立大学及其合作机构、大谷州立大学、佛罗里达国际大学和堪萨斯州立大学传播3D学习，开发和验证评估工具，并实施教师支持结构；(2)使用各种方法进行研究，以检查教学创新如何在不同的学科、系文化和机构生态中被采用和实施，以及它们对学生结果的影响。该项目侧重于将教师作为高等教育中的关键变革推动者，并利用有关体制变革的文献，强调个人的人力、社会和文化资本在建立和维持体制变革以及在课堂上传播教学创新方面的重要性。定量和定性混合方法研究项目旨在确定支持或阻止教师广泛采用和实施3D学习的因素和条件。通过考察不同学科和机构采用和实施3D学习的不同水平，这项研究将检验有关教师发展和教学变革的理论和实证研究文献中的假设。研究团队将使用学生评估、课堂观察、调查和对学生的采访来确定、跟踪和检查这些不同程度的采用和实施如何影响学生的结果，如坚持、动机和知识(例如，学科中的核心思想、科学实践和科学中的交叉概念)。

项目成果

Investigating the impact of three-dimensional learning interventions on student understanding of structure–property relationships

调查三维学习干预对学生理解结构-属性关系的影响

• DOI: 10.1039/d0rp00216j
• 发表时间: 2021
• 期刊: Chemistry Education Research and Practice
• 影响因子: 3
• 作者: M. Underwood, Sonia;Kararo, Alex T.;Gadia, Gabriela
• 通讯作者: Gadia, Gabriela

Analysis of the most common concept inventories in physics: What are we assessing?

物理学中最常见的概念清单分析：我们正在评估什么？

• DOI: 10.1103/physrevphyseducres.14.010123
• 发表时间: 2018
• 期刊: Physical Review Physics Education Research
• 影响因子: 3.1
• 作者: Laverty, James T.;Caballero, Marcos D.
• 通讯作者: Caballero, Marcos D.

Adapting Assessment Tasks To Support Three-Dimensional Learning

调整评估任务以支持三维学习

• DOI: 10.1021/acs.jchemed.7b00645
• 发表时间: 2018
• 期刊: Journal of Chemical Education
• 影响因子: 3
• 作者: Underwood, Sonia M.;Posey, Lynmarie A.;Herrington, Deborah G.;Carmel, Justin H.;Cooper, Melanie M.
• 通讯作者: Cooper, Melanie M.

Developing Computer Resources to Automate Analysis of Students’ Explanations of London Dispersion Forces

开发计算机资源以自动分析学生——伦敦分散力量的解释

• DOI: 10.1021/acs.jchemed.0c00445
• 发表时间: 2020
• 期刊: Journal of Chemical Education
• 影响因子: 3
• 作者: Noyes, Keenan;McKay, Robert L.;Neumann, Matthew;Haudek, Kevin C.;Cooper, Melanie M.
• 通讯作者: Cooper, Melanie M.