Collaborative Research: Investigating Classroom Discourse in Active Learning Environments for Large Enrollment Chemistry Courses

合作研究：调查大招生化学课程主动学习环境中的课堂话语

• 批准号: 1915047
• 负责人: Renee Cole
• 金额: $ 42.99万
• 依托单位: University of Iowa
• 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: 2019-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1915047&HistoricalAwards=false
• 关键词: Collaborative; Research; Investigating; Classroom; Discourse

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 investigating factors that create effective classroom environments for large undergraduate chemistry courses. To accomplish this goal, the project will gather data from large enrollment courses at the University of Iowa, the University of Arizona, Middle Tennessee State University, and Stonybrook University. It will use these data to determine the features of collaborative activities that foster high-quality student engagement and meaningful learning. Special attention will be paid to the participation of diverse student populations, such as first-generation college students and English-language learners. Core findings from this research project will be used to develop and disseminate faculty resources that will support creation and implementation of effective classroom activities.The research design for this project is based on the understanding that collective activity is a sociological construct that fosters the construction of ideas through different patterns of interaction. Productive ways of reasoning emerge as learners solve problems, explain their thinking, and represent their ideas when engaged in well-designed and relevant tasks that are properly facilitated. Thus, at the center of the research design is the observation, recording, and analysis of student-student as well as student-facilitator conversations to: a) characterize critical characteristics of collaborative task facilitation that most strongly support productive engagement; b) explore how different features of task design (e.g., structure; focus; cognitive demand; opportunities for knowledge integration; co-construction of knowledge) affect students' modes of reasoning and productive engagement in argumentation and explanation; and c) characterize the interaction of task design and facilitation with student discourse in large chemistry classes and determine how those interactions hinder or facilitate the productive engagement of diverse students by reducing barriers to their equal participation in and contribution to group work. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. This project is in the Development and Implementation Tier, Engaged Student Learning Track. 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，该项目旨在通过调查为大型本科化学课程创造有效课堂环境的因素来服务于国家利益。为了实现这一目标，该项目将从爱荷华州大学、亚利桑那大学、中田纳西州立大学和斯托尼布鲁克大学的大型招生课程中收集数据。 它将使用这些数据来确定促进高质量学生参与和有意义学习的协作活动的特征。将特别注意不同学生群体的参与，如第一代大学生和英语学习者。本研究项目的核心成果将用于开发和传播教师资源，以支持有效的课堂活动的创建和实施。本项目的研究设计基于这样一种理解，即集体活动是一种社会学结构，通过不同的互动模式促进思想的构建。当学习者参与精心设计和适当促进的相关任务时，他们解决问题，解释他们的想法，并表达他们的想法时，推理的生产方式就会出现。因此，研究设计的中心是观察、记录和分析学生与学生以及学生与促进者的对话，以：a）描述最有力地支持生产性参与的协作任务促进的关键特征; B）探索任务设计的不同特征（例如，结构;聚焦;认知需求;知识整合的机会;知识的共同建构）影响学生的推理模式和在论证和解释中的生产性参与;以及c）描述大型化学课堂中任务设计和促进与学生话语的相互作用，并确定这些相互作用如何通过减少不同学生平等参与和贡献小组工作的障碍来阻碍或促进他们的生产性参与。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。该项目属于开发和实施层，学生学习跟踪。 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

Student interaction discourse moves: characterizing and visualizing student discourse patterns

学生互动话语动作：表征和可视化学生话语模式

• DOI: 10.1186/s43031-022-00068-9
• 发表时间: 2023
• 期刊: Disciplinary and Interdisciplinary Science Education Research
• 作者: Nennig, Hannah T.;States, Nicole E.;Montgomery, Marika T.;Spurgeon, Sidney G.;Cole, Renée S.
• 通讯作者: Cole, Renée S.

Exploring social and cognitive engagement in small groups through a community of learners (CoL) lens

通过学习者社区 (CoL) 视角探索小组的社交和认知参与

• DOI: 10.1039/d3rp00071k
• 发表时间: 2023
• 期刊: Chemistry Education Research and Practice
• 影响因子: 3
• 作者: Nennig, Hannah T.;States, Nicole E.;Macrie-Shuck, Michael;Fateh, Shaghayegh;Gunes, Zubeyde Demet;Cole, Renee;Rushton, Gregory T.;Shah, Lisa;Talanquer, Vicente
• 通讯作者: Talanquer, Vicente

Creating Meaningful Learning Opportunities through Incorporating Local Research into Chemistry Classroom Activities

将本地研究融入化学课堂活动，创造有意义的学习机会

• DOI: 10.3390/educsci13020192
• 发表时间: 2023
• 期刊: Education Sciences
• 影响因子: 3
• 作者: States, Nicole;Stone, Elizabeth;Cole, Renee
• 通讯作者: Cole, Renee

Investigating patterns of student engagement during collaborative activities in undergraduate chemistry courses

• DOI: 10.1039/d1rp00227a
• 发表时间: 2021-11-07
• 期刊: CHEMISTRY EDUCATION RESEARCH AND PRACTICE
• 影响因子: 3
• 作者: Reid, Joshua W.;Gunes, Zubeyde Demet Kirbulut;Talanquer, Vicente
• 通讯作者: Talanquer, Vicente