Collaborative Research: Facilitating Change in Undergraduate STEM: A multidisciplinary, multimethod metasynthesis mapping a decade of growth

合作研究：促进本科生 STEM 的变革：多学科、多方法的综合综合描绘了十年的发展

• 批准号: 2201793
• 负责人: Scott Simkins
• 金额: $ 10.16万
• 依托单位: North Carolina Agricultural & Technical State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-01 至 2025-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2201793&HistoricalAwards=false
• 关键词: Collaborative; Research; Facilitating; Change; Undergraduate

Research has shown that the use of evidence-based, student-centered instructional strategies helps to increase learning, retention, and equity in undergraduate science, technology, engineering, and mathematics courses. However, it is also clear that commonly used change efforts have not made research-based instruction the norm in U.S. institutions of higher education. Outcomes from this synthetic research will be used to guide efforts to improve undergraduate STEM instruction to generate and support important instructional change within university and college departments and across institutions. This synthetic research reviews the effects of instructional interventions in science, technology, engineering, and mathematics courses at the undergraduate level between the years 2010 and 2021. The review also includes all of social science undergraduate instruction. The specific focus is on efforts to better support student learning of STEM content through instructional change. The review will use a meta-synthesis to identify themes and advances in the literature using a framework synthesis approach. The literature search process is informed by current research on search strategies and represents best practice in synthesis methods. The project uses AI-assisted approaches to identify general themes in the literature. While this is an emerging area of research in systematic review, the plan also builds in a test of the AI-assisted coding against human qualitative coding.This research project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad, and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in STEM interest, education, learning and participation.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.

研究表明，使用基于证据、以学生为中心的教学策略有助于提高本科科学、技术、工程和数学课程的学习、保留和公平性。然而，同样明显的是，常用的变革努力并未使基于研究的教学成为美国高等教育机构的常态。这项综合研究的结果将用于指导改善本科生 STEM 教学的工作，以在大学和学院院系以及跨机构内产生和支持重要的教学变革。这项综合研究回顾了 2010 年至 2021 年间本科阶段科学、技术、工程和数学课程教学干预的效果。该回顾还包括所有社会科学本科教学。具体重点是通过教学改革更好地支持学生学习 STEM 内容。该综述将使用荟萃综合的方法，通过框架综合方法来确定文献中的主题和进展。文献检索过程以当前检索策略研究为基础，代表了合成方法的最佳实践。该项目使用人工智能辅助方法来识别文献中的一般主题。虽然这是系统评价中的一个新兴研究领域，但该计划还建立了针对人类定性编码的人工智能辅助编码测试。该研究项目得到了 NSF 的 EHR 核心研究 (ECR) 计划的支持。 ECR 项目强调基础 STEM 教育研究，产生该领域的基础知识。对重要、广泛和持久的关键领域进行投资：STEM 学习和 STEM 学习环境、扩大 STEM 参与以及 STEM 劳动力发展。该计划支持积累强有力的证据，为理解、建立理论解释、建议干预和创新的努力提供信息，以解决 STEM 兴趣、教育、学习和参与方面持续存在的挑战。该奖项反映了 NSF 的法定使命，并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，被认为值得支持。