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Advancing the Cognitive Science of Instruction: Testing the Role of Pedagogical Sequences, Scaffolding, and Prior Knowledge

推进教学认知科学：测试教学序列、脚手架和先验知识的作用

基本信息

批准号：
2055117
负责人：
Logan Fiorella
金额：
$ 68.15万
依托单位：
University of Georgia Research Foundation Inc
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2021
资助国家：
美国
起止时间：
2021-10-01 至 2024-09-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2055117&HistoricalAwards=false
关键词：
Advancing Cognitive Science Instruction Testing

项目摘要

With support from NSF’s EHR Core Research (ECR) program, this project seeks to serve the national interest by identifying effective instructional methods to support student understanding of core science concepts. This project will study learning in the biological sciences among introductory and advanced undergraduates. Science educators and policy makers aim to facilitate students’ development of deep conceptual understanding and the ability to solve novel problems in the classroom and the real world. Unfortunately, even the most well- informed and diligent instructors struggle to choose pedagogies that support robust learning because of outstanding questions in instructional science. Researchers do not know whether explicit instruction should precede or follow problem solving practice, or whether problem solving practice should be scaffolded or unscaffolded. Researchers also do not know whether the optimal pedagogical sequence and level of scaffolding depends on students’ level of prior knowledge. Finally, conventional assessments likely fail to capture the full impact of different pedagogical approaches on students’ application of learning, also known as transfer. These unknowns are important because currently thousands of students leave science with inert knowledge, unprepared to use scientific concepts and practices in subsequent courses, critical day-to-day decisions about healthcare, public health, and the environment, and ultimately their professions. Thus, answering these unknowns will provide immediate guidance to educators, policy makers, and change agents to create science classrooms that prepare students to use their knowledge. The goal of the proposed research is to resolve fundamental questions concerning when and how to provide instruction and opportunities for problem solving about challenging fundamental concepts in the biological sciences.Researchers in cognitive science and educational psychology continue to debate how to design instruction that maximizes transfer. Central to this debate is determining when, how, and for whom to provide explicit instruction and opportunities to engage in problem solving. This project seeks to make progress in resolving these contentious issues through a series of controlled experiments that compare high-fidelity implementations of competing instructional approaches with undergraduates at the University of Georgia (UGA). Specifically, the proposed research will determine how different instructional sequences and levels of scaffolding for problem-solving practice (Objective 1) impact understanding of a core biology concept for students with different levels of prior knowledge (Objective 2). In addition to conventional measures of transfer, the research will involve collecting qualitative data via semi-structured interviews to examine unexpected ways in which different instructional approaches affect knowledge transfer (Objective 3). The findings will provide insight into competing theoretical perspectives concerning how instruction affects cognitive processing and transfer. The proposed project will bring about several broader impacts. First, the project will promote improved teaching, training, and learning. Science educators are often told instruction should be “active,” but it is not clear which forms of active instruction are most effective and for whom. This project will provide instructors with clear guidelines for how to balance phases of explicit instruction and opportunities for (scaffolded or unscaffolded) problem-solving practice when teaching complex science concepts. It will also determine which instructional sequences and levels of scaffolding are most appropriate for students with different levels of background knowledge, such as students taking introductory versus upper-level science courses. By pinpointing specific ways to support transfer of science concepts, our findings will address the inert knowledge problem that is so pervasive among students taking science courses. The PIs will facilitate the propagation of their findings to educators by offering workshops and disciplinary meetings. Second, this project will contribute to broadening the participation of students of color in science by working with UGA’s Peach State Louis Stokes Alliance for Minority Participation (PSLSAMP) to involve students of color as undergraduate research assistants. Third, the findings of this project will impact educators outside of academia and the public through broad dissemination of findings on social media. This project is funded by the EHR Core Research (ECR) program, which supports work that advances fundamental research on STEM learning and learning environments, broadening participation in STEM, and STEM workforce development.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.

在美国国家科学基金会EHR核心研究（ECR）项目的支持下，该项目旨在通过确定有效的教学方法来支持学生对核心科学概念的理解，从而为国家利益服务。本项目将研究生物科学在入门和高级本科生中的学习。科学教育者和政策制定者的目标是促进学生在课堂和现实世界中发展深刻的概念理解和解决新问题的能力。不幸的是，即使是最见多识广、最勤奋的教师也很难选择支持稳健学习的教学方法，因为教学科学中存在一些突出的问题。研究者不知道明确的指导应该在解决问题的实践之前还是之后，也不知道解决问题的实践应该是框架式的还是非框架式的。研究人员也不知道最佳的教学顺序和脚手架的水平是否取决于学生的先验知识水平。最后，传统的评估可能无法捕捉到不同的教学方法对学生学习应用的全面影响，也被称为迁移。这些未知是很重要的，因为目前成千上万的学生离开科学时知识是惰性的，没有准备好在随后的课程中使用科学概念和实践，也没有准备好在医疗保健、公共卫生、环境以及最终他们的职业中使用科学概念和实践。因此，回答这些未知数将为教育工作者、政策制定者和变革推动者提供直接指导，以创建让学生准备好使用他们的知识的科学教室。提出的研究目标是解决有关何时以及如何为具有挑战性的生物科学基本概念提供指导和解决问题的机会的基本问题。认知科学和教育心理学的研究人员一直在争论如何设计使迁移最大化的教学。这场辩论的核心是决定何时、如何以及为谁提供明确的指导和参与解决问题的机会。该项目旨在通过一系列对照实验来解决这些有争议的问题，这些实验比较了佐治亚大学（UGA）本科生竞争教学方法的高保真实现。具体而言，拟议的研究将确定不同的教学顺序和问题解决实践的脚手架水平（目标1）如何影响具有不同先验知识水平的学生对核心生物学概念的理解（目标2）。除了传统的迁移措施，研究将包括通过半结构化访谈收集定性数据，以检查不同教学方法影响知识迁移的意想不到的方式（目标3）。这些发现将为有关教学如何影响认知加工和迁移的竞争理论观点提供见解。拟议的项目将带来几个更广泛的影响。首先，该项目将促进改进教学、培训和学习。科学教育工作者经常被告知教学应该是“主动的”，但目前尚不清楚哪种形式的主动教学最有效，对谁最有效。这个项目将为教师提供明确的指导方针，指导他们在教授复杂的科学概念时，如何平衡明确的教学阶段和（框架式或非框架式）问题解决实践的机会。它还将确定哪些教学序列和脚手架级别最适合具有不同背景知识水平的学生，例如学生参加入门和高级科学课程。通过确定支持科学概念转移的具体方法，我们的研究结果将解决在参加科学课程的学生中普遍存在的知识惰性问题。pi将通过举办讲习班和学科会议，促进他们的研究成果向教育工作者传播。其次，这个项目将有助于扩大有色人种学生在科学的参与，通过与佐治亚大学的桃州路易斯·斯托克斯少数民族参与联盟（PSLSAMP）合作，让有色人种学生作为本科生研究助理。第三，该项目的研究结果将通过在社交媒体上广泛传播，影响学术界以外的教育工作者和公众。该项目由EHR核心研究（ECR）计划资助，该计划支持推进STEM学习和学习环境基础研究、扩大STEM参与和STEM劳动力发展的工作。该奖项反映了美国国家科学基金会的法定使命，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。