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Dialogic gesture in collaborative sense making in physics

物理学中协作意义构建中的对话手势

基本信息

批准号：
2201821
负责人：
Virginia Flood
金额：
$ 49.78万
依托单位：
SUNY at Buffalo
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：
2022-07-01 至 2025-06-30
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2201821&HistoricalAwards=false
关键词：
Dialogic gesture collaborative sense making

项目摘要

Active, collaborative learning approaches are widely seen as effective ways for students to learn undergraduate science, technology, engineering, and mathematics (STEM). However, learning outcomes are highly contingent on the quality of the interactional processes in which students engage. There is a great deal of research on successful verbal communicational practices in group work, but little is known about how nonverbal communicational practices like gesture contribute to successful collaboration. Previous research shows that when groups are responsive to, take up, and discuss one another’s spoken ideas, they are more successful at collaborative problem solving in STEM. In this project, researchers will investigate (1) how students are responsive to, take up, exchange, or interact with each other’s gestures while working together, and (2) how this behavior shapes or constrains groups’ problem solving and sense making in introductory undergraduate physics. This project will improve our understanding of the role nonverbal communication plays in collaborative learning, and it will contribute to the development of broader, more expansive, and inclusive definitions of the competencies and practices involved in learning and doing STEM.In this project, researchers will analyze an existing large video corpus of active, collaborative physics learning in an algebra-based introductory undergraduate physics course using the Collaborative Learning through Active Sense-Making in Physics (CLASP) curriculum at a Hispanic, Asian American and Native American Pacific Islander-Serving Institution, where diverse groups of students engage in group sense making to model the energy dynamics in mechanics scenarios. After creating a comprehensive content log of the video corpus, the team will code the corpus for representational gesture use to identify the forms of dialogic gesture used by physics groups. Using multimodal conversation analysis, researchers will then characterize the communicational functions of these dialogic gestures and create a taxonomy of dialogic gesture types. Researchers will examine how students’ use of certain types of dialogic gesture contributes to (or constrains) groups’ sense-making practices in physics as part of developing accurate and robust scientific models. This project will make fundamental contributions to advance current theoretical understandings of learning and communication in STEM by (1) creating a taxonomy of forms and functions of dialogic gesture types that students use in collaborative physics learning, (2) identifying and characterizing mechanisms by which dialogic gesture use supports (or constrains) sense making practices, and (3) characterizing relationships between students’ use of dialogic gesture and sense making outcomes in physics. This project will highlight, identify, and characterize assets (in the form of communicational resources) that a diverse set of students bring to the classroom.This 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.

主动、协作的学习方法被广泛认为是学生学习本科科学、技术、工程和数学 (STEM) 的有效方法。然而，学习成果在很大程度上取决于学生参与的互动过程的质量。关于小组工作中成功的言语沟通实践有大量研究，但对于手势等非语言沟通实践如何有助于成功的协作却知之甚少。先前的研究表明，当团队能够积极响应、接受并讨论彼此的口头想法时，他们在 STEM 中协作解决问题时会更加成功。在这个项目中，研究人员将研究（1）学生在合作时如何响应、接受、交换或互动彼此的手势，以及（2）这种行为如何塑造或限制小组在本科物理入门课程中解决问题和理解意义。该项目将提高我们对非语言交流在协作学习中所扮演的角色的理解，并将有助于对学习和进行 STEM 所涉及的能力和实践制定更广泛、更广泛和更具包容性的定义。在该项目中，研究人员将使用“通过物理中的主动意义建构进行协作学习”(CLASP) 来分析基于代数的本科物理入门课程中现有的主动协作物理学习的大型视频语料库。西班牙裔、亚裔美国人和美洲原住民太平洋岛民服务机构的课程，不同群体的学生参与群体意识构建，以模拟力学场景中的能量动态。创建视频语料库的全面内容日志后，团队将对语料库进行编码以用于代表性手势使用，以识别物理小组使用的对话手势的形式。使用多模态对话分析，研究人员将描述这些对话手势的交流功能，并创建对话手势类型的分类。研究人员将研究学生使用某些类型的对话手势如何有助于（或限制）群体在物理学中的意义建构实践，作为开发准确和稳健的科学模型的一部分。该项目将为推进当前对 STEM 学习和交流的理论理解做出根本性贡献，具体方法是：(1) 创建学生在协作物理学习中使用的对话手势类型的形式和功能分类，(2) 识别和表征对话手势使用支持（或限制）意义建构实践的机制，以及 (3) 表征学生使用对话手势与物理中意义建构结果之间的关系。该项目将突出、识别和描述不同学生带入课堂的资产（以交流资源的形式）。该项目得到 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。投资针对重要、广泛和持久的关键领域：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。