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教育计划的支持下：教育和人力资源（IUSE：EHR），该项目旨在通过研究和了解所有学生如何发展图形素养，这是现代劳动力的重要概念，以服务于国家利益。该项目将开发虚拟辅导系统，并评估它们如何在一所两年的社区学院和一个四年制的主要本科机构中促进图形素养。理解和解释图形信息是STEM专业和STEM识字公众的关键基础技能。尽管大学教科书和课程期望学生掌握了图形阅读技能，但有证据表明，大学生难以阅读和解释线条和条形图。当图包括多个增加图形的复杂性和结构的变量时，尤其如此。将根据个人学习方式的竞争理论，评估不同学生和不同环境中的最有效方法或方法的几个版本，每个版本都基于个人学习方式的竞争理论。总而言之，该项目将开发出几种可以轻松，自由传播的研究验证，灵活的虚拟辅导系统。该项目将通过借鉴初学和二年级大学生展示的图形素养中的常见图形素养失败点来开发用于图形素养的虚拟辅导系统。在这些辅导系统中，由认知和社会发展的学习理论所告知的受控实验将测试上下文和脚手架的独立和交互作用，以使用2x2 ANOVA设计来促进图形素养。其他分层线性回归分析将测试程序影响潜在主持人的作用及其与程序功能的相互作用。拟议的研究是新颖的，因为它明确研究了学习理论及其相互作用的竞争。该项目的一个重要组成部分是其有意包容性的框架，该框架评估了两年年度和四年制大学环境中的材料，以及个人学习者特征在学习成果中的作用。由生物学，化学，运动和健康科学，数学和物理学的教师组成的顾问委员会将提供跨学科的见解，包括特定学科的应用程序或计划修改。 NSF IUSE：EHR计划支持研发项目，以提高所有学生STEM教育的有效性。通过参与的学生学习轨道，该计划支持有希望的实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的影响评估的评估来支持的。

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