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Training Engineering Students to Ask Better Questions

训练工程专业的学生提出更好的问题

基本信息

批准号：
1945961
负责人：
Saryn Goldberg
金额：
$ 22.5万
依托单位：
Hofstra University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2020
资助国家：
美国
起止时间：
2020-06-15 至 2025-05-31
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1945961&HistoricalAwards=false
关键词：
Training Engineering Students Ask Better

项目摘要

This project aims to serve the national interest by enhancing student learning in undergraduate engineering courses. Specifically, the project will investigate if training students to ask better questions improves STEM learning outcomes, such as course knowledge, awareness of their own learning, and their ability to ask better questions in future courses. The ability to recognize one's own confusion and to ask a question to dispel that confusion is an essential thinking skill that supports independent learning. Evidence from studies in primary and secondary school settings confirms that school children can be trained to ask more sophisticated questions. In addition, the more limited college-level studies link the ability to ask better questions to better reading comprehension. However, the results do not reveal whether the ability to ask better questions can lead to better understanding of course material and/or improvements in thinking processes. This project aims to train engineering students how to write questions that lead to higher-level thinking. It will also study whether this training results in improved content knowledge and thinking processes, such as metacognition. The project will provide undergraduate students an engineering statics course with training in how to write high quality questions. The project will also measure the effects of this training on the students’ STEM learning outcomes. It is expected that helping engineering students to ask good questions will contribute to the students’ academic success in engineering programs and support lifelong learning throughout their engineering careers. The project will organize the training materials and interventions into toolkits that can be used easily by other students and faculty.Students in the intervention group will be provided training and practice in writing high quality questions that address their own confusions in an engineering statics course. Quantitative, qualitative and mixed method approaches will be used to explore the effect of this intervention on content knowledge and metacognitive knowledge, as well as the relationships between improved question quality and these learning outcomes. This project will contribute to demonstrating how question-asking may be taught effectively within engineering courses and to understanding the measurable learning outcomes that result from students asking better questions. By determining the effect on learning outcomes that are of concern to STEM educators, the intervention should be useful to many other STEM faculty. Further, for easy distribution to both faculty and students, the intervention will be packaged into toolkits that are designed to be scalable and adaptable, such that the intervention can be feasibly implemented in other engineering classrooms and other disciplines. The toolkits will include background information from the educational literature, training materials for rating question quality, and guidelines for conducting training sessions. This project is supported by the NSF Improving Undergraduate STEM Education Program: Education and Human Resources, which supports research and development projects to improve the effectiveness of STEM education for all students. The project is in the Engaged Student Learning track, through which the IUSE: EHR 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.

该项目旨在通过加强学生在本科工程课程中的学习来服务于国家利益。具体来说，该项目将调查培训学生提出更好的问题是否会提高STEM学习成果，例如课程知识，对自己学习的认识，以及他们在未来课程中提出更好问题的能力。认识到自己的困惑并提出问题以消除困惑的能力是支持独立学习的基本思维技能。在小学和中学环境中进行的研究证实，可以训练学生提出更复杂的问题。此外，更有限的大学水平的研究链接的能力，提出更好的问题，以更好的阅读理解。然而，研究结果并没有揭示提出更好问题的能力是否可以更好地理解课程材料和/或改善思维过程。这个项目旨在训练工科学生如何写问题，导致更高层次的思考。它还将研究这种培训是否会提高内容知识和思维过程，如元认知。该项目将为本科生提供一门工程静力学课程，并训练他们如何编写高质量的问题。该项目还将衡量这种培训对学生STEM学习成果的影响。预计帮助工程专业学生提出好的问题将有助于学生在工程项目中取得学术成功，并支持他们在整个工程生涯中的终身学习。该项目将把培训材料和干预措施组织成其他学生和教师可以轻松使用的工具包。干预组的学生将接受培训和练习，以编写高质量的问题，解决他们在工程静力学课程中的困惑。本研究将采用定量、定性和混合的方法来探讨这种干预对内容知识和元认知知识的影响，以及提高问题质量与这些学习成果之间的关系。这个项目将有助于展示如何提问可以有效地教工程课程，并了解可衡量的学习成果，从学生问更好的问题。通过确定对STEM教育工作者关注的学习成果的影响，干预措施应该对许多其他STEM教师有用。此外，为了便于分发给教师和学生，干预措施将被打包成设计为可扩展和适应性强的工具包，以便干预措施可以在其他工程教室和其他学科中切实可行。这些工具包将包括来自教育文献的背景资料、问题质量评级培训材料和培训课程指导方针。该项目得到了NSF改善本科STEM教育计划：教育和人力资源的支持，该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。该项目是在EHR学生学习轨道，通过该IUSE：EHR计划支持有前途的实践和工具的创建，探索和实施.这个奖项反映了NSF的法定使命，并已被认为是值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估的支持.