Collaborative Research: A Study of Socio-metacognition, Emotions, and Power Dynamics When Undergraduate Physics Students Engage in Collaborative Activities that Elicit Confusion

协作研究：物理学本科生参与引起混乱的协作活动时的社会元认知、情绪和动力动力学研究

• 批准号: 2021547
• 负责人: Thanh Le
• 金额: $ 9.47万
• 依托单位: Western Washington 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: 2020-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2021547&HistoricalAwards=false
• 关键词: Collaborative; Research; Study; Socio; metacognition

This project aims to serve the national interest by advancing understanding about how students manage confusion during collaborative learning. Nationwide, many research-based student-centered undergraduate physics courses use an instructional framework of elicit, confront, resolve (ECR). In this framework, students are presented with scenarios known to elicit confusion and are expected to work together to resolve it. Some student groups successfully manage confusion and sustain productive learning. However, other groups often become derailed by the emotions that can accompany persistent confusion. To understand how to better support students during collaborative learning, this study will investigate how students work together to resolve confusion that arises while engaging in ECR-based activities. This project will center on a physics course for K-8 preservice teachers at two primarily undergraduate institutions, a Predominantly White Institution and a Hispanic Serving Institution. Preservice K-8 teachers are mostly female and have been overlooked and are underrepresented in physics education research. Indeed, the dominant culture of physics is rooted in whiteness and masculinity. This project will explore how the dominant culture of a discipline, physics in this case, is perceived and negotiated when the majority of the student population does not identify as the dominant group. By linking socio-metacognition (planning, monitoring, and regulating to optimize collaboration), emotions, and power dynamics, the project intends to identify pathways by which students are either excluded or included in physics learning communities. Knowledge developed through this project has the potential to improve the efficacy and equity of collaborative, student-centered teaching practices across STEM disciplines. The focus on future educators will increase the potential impact, as these students will become teachers and shape the early science experiences of young students.The project will adopt a theoretical framework in socio-metacognition developed by Borge and colleagues. This framework will be refined by this project through incorporation of power dynamics and emotions, noncognitive factors that play subsidiary roles in the Borge framework. The specific research objectives of this project are to: 1) identify the socio-metacognitive patterns that emerge when students work together on explicitly confusing physics learning tasks; 2) investigate how students enact and negotiate power dynamics in such learning environments; and 3) assess the extent to which emotions impact student engagement in the presence of persistent confusion. This project uses a mixed-methods approach to generate rich case studies based on classroom observations, students’ reported subjective experiences, written reflections, and interviews. The case studies will link socio-metacognition, emotions, and power dynamics to illuminate various pathways through which students are either excluded or included in physics learning communities. The project seeks to advance understanding of the social-emotional processes that accompany collaborative activities that purposely elicit specific learning difficulties. Project findings have the potential to inform the design of instruction that supports maintained engagement in group-learning activities in the presence of persistent confusion. 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.

这个项目旨在通过促进对学生如何在协作学习中管理困惑的理解来服务于国家利益。在全国范围内，许多以学生为中心的研究型本科物理课程使用的是启发、对抗、解决(ECR)的教学框架。在这个框架中，向学生展示了已知会引起困惑的场景，并希望他们共同努力解决这个问题。一些学生团体成功地处理了困惑，并维持了富有成效的学习。然而，其他群体经常被伴随着持续困惑的情绪所困扰。为了了解如何在协作学习中更好地支持学生，这项研究将调查学生如何合作来解决在参与基于ECR的活动时出现的困惑。这个项目将集中在两个主要本科院校的K-8职前教师的物理课程上，一个以白人为主的机构和一个西班牙裔服务机构。K-8职前教师大多为女性，在物理教育研究中一直被忽视和代表性不足。事实上，物理学的主导文化植根于白人和男子气概。这个项目将探索当大多数学生群体不认为自己是主导群体时，如何感知和谈判一个学科的主导文化，在这种情况下，物理学。通过将社会元认知(计划、监控和调节以优化协作)、情感和权力动态联系起来，该项目旨在确定学生被排除在物理学习社区之外或被纳入社区的途径。通过该项目开发的知识有可能提高跨STEM学科的以学生为中心的协作教学实践的有效性和公平性。对未来教育工作者的关注将增加潜在的影响，因为这些学生将成为教师，并塑造年轻学生早期的科学经验。该项目将采用博格和他的同事开发的社会元认知理论框架。这一框架将由该项目通过纳入权力动态和情感来完善，这些非认知因素在博尔格框架中扮演辅助角色。本项目的具体研究目标是：1)确定当学生共同努力完成明显令人困惑的物理学习任务时出现的社会元认知模式；2)调查学生如何在这样的学习环境中制定和协商权力动态；以及3)评估在持续困惑的情况下，情绪对学生参与的影响程度。本项目使用混合方法，根据课堂观察、学生报告的主观体验、书面反思和访谈生成丰富的案例研究。这些案例研究将把社会元认知、情绪和权力动态联系起来，以阐明学生被排除在物理学习社区之外或被纳入其中的各种途径。该项目旨在促进对伴随着故意引起特定学习困难的合作活动的社会情感过程的理解。项目调查结果有可能为教学设计提供信息，以支持在持续困惑的情况下保持对小组学习活动的参与。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生的STEM教育的有效性。通过参与的学生学习路径，该计划支持有前景的实践和工具的创建、探索和实施。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。