Math Skills and Affective Domain Interventions to Improve Success for Female Students in Geoscience Classes

数学技能和情感领域干预可提高女学生在地球科学课程中的成功

基本信息

  • 批准号:
    1834666
  • 负责人:
  • 金额:
    $ 28.72万
  • 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:
    2018-10-01 至 2019-09-30
  • 项目状态:
    已结题

项目摘要

Women continue to be underrepresented in the geosciences at the undergraduate level and in the workforce. Yet, there has been limited research to identify barriers that decrease persistence of women in geoscience fields. This project will examine whether or not math is a barrier to female student persistence and success in geosciences. Results of this project may provide information that can be used to increase student performance in geoscience courses and improve persistence in the geoscience majors. In this way, the project aims to support the overarching goal of broadening participation of women in geoscience fields. A lack of math skills and/or negative affective domain factors may affect female students' performance in introductory geoscience classes and reduce their persistence in a geoscience major. This project will identify successful instructional interventions that best improve female students' performance in geoscience classes and persistence in a geoscience major. The project proposes two specific objectives to accomplish this goal. The first objective is to develop and implement math skills and affective domain interventions in geoscience classes. The project plans three interventions. Intervention A will focus on improving affective characteristics (e.g., increase self-efficacy; reduce anxiety). Intervention B will provide academic support in math via "The Math You Need, When You Need It" modules. These modules were developed by one of the project investigators and are publicly available through the Science Education Resource Center. Intervention C will combine both affective and math support interventions. The second objective is to examine the impact of these interventions on student performance in geoscience classes and persistence in geoscience. Results of this study will identify the impact of the three interventions on student performance, including which intervention is most successful in improving the performance of female undergraduate students.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.
在本科生和劳动力队伍中,妇女在地球科学领域的比例仍然偏低。然而,找出降低妇女在地学领域坚持不懈的障碍的研究有限。这个项目将考察数学是否会阻碍女学生在地球科学领域的坚持不懈和成功。本项目的研究结果可以为提高学生在地学课程中的表现和提高地学专业学生的持久力提供参考。通过这种方式,该项目旨在支持扩大妇女在地球科学领域的参与这一总体目标。数学技能的缺乏和/或消极的情感领域因素可能会影响女学生在地学入门课上的表现,并降低她们在地学专业的坚持性。该项目将确定成功的教学干预措施,以最大限度地提高女学生在地学课堂上的表现和对地学专业的坚持不懈。该项目提出了实现这一目标的两个具体目标。第一个目标是在地球科学课堂上发展和实施数学技能和情感领域干预。该项目计划采取三项干预措施。干预A将侧重于改善情感特征(例如,提高自我效能感;减少焦虑)。干预B将通过“你需要的数学,当你需要的时候”模块提供数学方面的学术支持。这些模块是由项目调查人员之一开发的,并通过科学教育资源中心公开提供。干预C将结合情感和数学支持干预。第二个目标是检查这些干预措施对学生在地球科学课堂上的表现和对地球科学的坚持性的影响。这项研究的结果将确定三种干预措施对学生表现的影响,包括哪种干预措施在改善女本科生表现方面最成功。该奖项反映了NSF的法定使命,并通过使用基金会的智力优势和更广泛的影响审查标准进行评估,被认为值得支持。

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)
Thriving, Persisting, or Agonizing: Integrated Math Anxiety Experiences of University Students in Introductory Geoscience Classes
蓬勃发展、坚持还是痛苦:大学生在地球科学入门课程中的综合数学焦虑经历
  • DOI:
    10.3390/educsci12090577
  • 发表时间:
    2022
  • 期刊:
  • 影响因子:
    3
  • 作者:
    Sexton, Julie;London, Dina;Jameson, Molly M.;Wenner, Jennifer M.
  • 通讯作者:
    Wenner, Jennifer M.
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Julie Sexton其他文献

Relationships and Gender Differences in Math Anxiety, Math Self-Efficacy, Geoscience Self-Efficacy, and Geoscience Interest in Introductory Geoscience Students
地球科学入门学生的数学焦虑、数学自我效能感、地球科学自我效能感和地球科学兴趣的关系和性别差异
  • DOI:
  • 发表时间:
    2024
  • 期刊:
  • 影响因子:
    3
  • 作者:
    Molly M. Jameson;Julie Sexton;D. London;J. Wenner
  • 通讯作者:
    J. Wenner

Julie Sexton的其他文献

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{{ truncateString('Julie Sexton', 18)}}的其他基金

Math Skills and Affective Domain Interventions to Improve Success for Female Students in Geoscience Classes
数学技能和情感领域干预可提高女学生在地球科学课程中的成功
  • 批准号:
    1949737
  • 财政年份:
    2019
  • 资助金额:
    $ 28.72万
  • 项目类别:
    Standard Grant
Collaborative Research: How Science Fieldwork Experiences Impact Undergraduate Students' STEM Academic and Career Decisions
合作研究:科学实地考察经历如何影响本科生的 STEM 学术和职业决策
  • 批准号:
    1949614
  • 财政年份:
    2019
  • 资助金额:
    $ 28.72万
  • 项目类别:
    Standard Grant
Collaborative Research: How Science Fieldwork Experiences Impact Undergraduate Students' STEM Academic and Career Decisions
合作研究:科学实地考察经历如何影响本科生的 STEM 学术和职业决策
  • 批准号:
    1761190
  • 财政年份:
    2018
  • 资助金额:
    $ 28.72万
  • 项目类别:
    Standard Grant
GSE/RES Collaborative Research: Recruitment and Retention of Women in Geosciences: An Investigation of Individual and Environmental Factors
GSE/RES 合作研究:地球科学领域女性的招聘和保留:对个人和环境因素的调查
  • 批准号:
    1136233
  • 财政年份:
    2012
  • 资助金额:
    $ 28.72万
  • 项目类别:
    Standard Grant

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