Promoting Graphical Literacy Skills at Two and Four Year Colleges Through Virtual Tutoring

通过虚拟辅导提高二年制和四年制大学的图形读写能力

• 批准号: 1908378
• 负责人: Courtney Stevens
• 金额: $ 29.99万
• 依托单位: Willamette University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-01 至 2023-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1908378&HistoricalAwards=false
• 关键词: Promoting; Graphical; Literacy; Skills; Two

With support from the NSF Improving Undergraduate STEM Education Program: Education and Human Resources (IUSE: EHR), this project aims to serve the national interest by studying and understanding how all students develop graphical literacy, an essential concept for the modern workforce. This project will develop virtual tutoring systems and evaluate how they promote graphical literacy at both a two-year community college and a four-year primarily undergraduate institution. Understanding and interpreting graphical information is a critical foundational skill for STEM majors and the STEM-literate public. While college textbooks and curricula expect students to have mastered graph-reading skills, evidence indicates that college students struggle to read and interpret line and bar graphs. This is particularly true when graphs include multiple variables that increase the complexity and structure of the graph. Several versions of the tutoring system will be tested, each based on competing theories of how individuals learn, to evaluate the most effective method or methods for different students and in different environments. By its conclusion, this project will have developed several research-validated, flexible virtual tutoring systems that can be easily and freely disseminated.This project will develop virtual tutoring systems for graphical literacy by drawing on preliminary data demonstrating common points of failure in graphical literacy exhibited by first- and second-year college students. Within these tutoring systems, a controlled experiment informed by cognitive and social-developmental theories of learning will test the independent and interactive effects of context and scaffolding to promote graphical literacy using a 2x2 ANOVA design. Additional hierarchical linear regression analyses will test the role of potential moderators of program impact as well as their interactions with program features. The proposed research is novel in that it explicitly examines competing learning theories and their interaction. An important element of the project is its intentionally inclusive framework that evaluates materials across both two-year and four-year college settings, as well as the role of individual learner characteristics on learning outcomes. An advisory board, consisting of faculty from biology, chemistry, exercise and health sciences, mathematics, and physics, will provide interdisciplinary insights, including discipline-specific applications or program modifications. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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NSF改善本科STEM教育计划：教育和人力资源（IUSE：EHR）的支持下，该项目旨在通过研究和了解所有学生如何培养图形素养来服务于国家利益，这是现代劳动力的一个重要概念。该项目将开发虚拟辅导系统，并评估它们如何促进两年制社区学院和四年制本科院校的图形素养。理解和解释图形信息是STEM专业学生和STEM素养公众的一项重要基础技能。虽然大学教科书和课程要求学生掌握图形阅读技能，但有证据表明，大学生很难阅读和解释线形图和条形图。当图包括增加图的复杂性和结构的多个变量时尤其如此。将测试几个版本的辅导系统，每个版本都基于个人如何学习的竞争理论，以评估针对不同学生和不同环境的最有效方法。本项目将开发出几个经过研究验证的、灵活的虚拟教学系统，这些系统可以方便、自由地传播。本项目将利用大学一年级和二年级学生在图形识字方面表现出的共同失败点的初步数据，开发图形识字虚拟教学系统。在这些辅导系统中，由认知和社会发展学习理论提供信息的对照实验将使用2x2 ANOVA设计测试上下文和脚手架的独立和交互作用，以促进图形识字。额外的分层线性回归分析将测试程序影响的潜在主持人的作用，以及他们与程序功能的相互作用。拟议的研究是新颖的，因为它明确检查竞争的学习理论和它们的相互作用。该项目的一个重要组成部分是其有意的包容性框架，该框架评估了两年制和四年制大学环境中的材料，以及学习者个人特征对学习成果的作用。由生物学，化学，运动和健康科学，数学和物理学教师组成的咨询委员会将提供跨学科的见解，包括特定学科的应用或程序修改。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值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

An experimental study of the effects of scaffolding and context in training graphical literacy among 2- and 4-year college students.

脚手架和情境对二年级和四年级大学生图形素养训练效果的实验研究。

• DOI: 10.1037/stl0000344
• 发表时间: 2022
• 期刊: Scholarship of Teaching and Learning in Psychology
• 作者: Witkow, Melissa R.;Spiekerman, Allie;Ford-Roshon, Chagall;Hershman, Tova;Stevens, Courtney
• 通讯作者: Stevens, Courtney