Promoting the Self-Regulated Use of Effective Learning Strategies in Gateway Undergraduate STEM Courses

促进本科 STEM 入门课程中有效学习策略的自我调节

• 批准号: 2203971
• 负责人: Michelle Rivers
• 金额: $ 13.8万
• 依托单位: Rivers, Michelle L
• 依托单位国家: 美国
• 项目类别: Fellowship Award
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-15 至 2024-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2203971&HistoricalAwards=false
• 关键词: Promoting; Self; Regulated; Use; Effective

Under the sponsorship of Dr. Uma Tauber at Texas Christian University and Dr. Mark McDaniel at Washington University at St. Louis, this postdoctoral fellowship award supports an early-career scientist investigating the effectiveness of a multicomponent strategy-training intervention on college student learning in Chemistry and Biology courses. The proposed research promises to have a far-reaching impact on student achievement and science by providing students with the tools necessary to overcome the barriers to using effective learning strategies and mastering course concepts when studying on their own. Because departure from science is particularly high among women, ethnic/racial minorities, and first-generation college students, the strategy-training intervention is expected to have the greatest benefit for students from underrepresented groups.Many students enter college with insufficient awareness of effective learning strategies and struggle to adopt strategies that promote long-term retention and understanding of content, which leads them to earn low or non-passing grades in challenging science courses. Despite a multitude of research supporting the effectiveness of retrieval practice (i.e., recalling information from memory), self-explanation (i.e., explaining how to-be-learned information is related to already known information), and distributed practice (i.e., spreading study strategies out across time) for improving learning and achievement in the sciences, little research has focused on promoting students’ use of these strategies when studying on their own. The current research proposes a multicomponent strategy-training intervention to address four barriers that prevent students from using these effective strategies during their own learning: (1) lack of knowledge about the strategies and how to use them to master course concepts, (2) not believing the strategy is effective for lasting learning, (3) lack of motivation to exert the effort that these strategies require, and (4) poor management of study time. Specifically, the proposed research aims to answer the following questions: Does a strategy-training intervention informed by the Knowledge, Belief, Commitment, and Planning framework (McDaniel & Einstein, 2020) lead to greater use of effective learning strategies compared to a control group? If so, does this increased use of effective strategies lead to improvement on measures of course achievement and persistence in gateway undergraduate science courses? To answer these questions, two large-scale experiments will be conducted in two gateway undergraduate Chemistry and Biology courses to evaluate the effects of the strategy-training intervention on (a) student knowledge and beliefs about effective learning strategies, (b) students’ self-regulated learning behavior, (c) exam performance, and (d) persistence in science.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.

Uma Tauber博士在德克萨斯基督教大学和马克·麦克丹尼尔博士在华盛顿大学圣路易斯分校的赞助下，这个博士后奖学金支持一个早期职业科学家调查多成分策略培训干预对大学生学习化学和生物学课程的有效性。拟议中的研究有望对学生的成绩和科学产生深远的影响，为学生提供必要的工具，以克服障碍，使用有效的学习策略和掌握课程概念时，自己学习。由于女性、少数民族和第一代大学生中偏离科学的比例特别高，因此策略培训干预预计将对代表性不足的群体的学生产生最大的好处。许多学生进入大学时对有效的学习策略认识不足，难以采用促进长期保留和理解内容的策略，这导致他们在具有挑战性的科学课程中获得低分或不及格。尽管大量的研究支持检索实践的有效性（即，从记忆中回忆信息），自我解释（即，解释要学习的信息如何与已知信息相关），以及分布式实践（即，随着时间的推移传播学习策略）为了提高科学学习和成就，很少有研究关注促进学生在自学时使用这些策略。目前的研究提出了一个多成分的策略培训干预，以解决四个障碍，阻止学生在自己的学习过程中使用这些有效的策略：（1）缺乏对策略以及如何使用策略来掌握课程概念的了解，（2）不相信策略对持久学习有效，（3）缺乏努力这些策略所需的动力，（4）学习时间管理不善。具体而言，拟议的研究旨在回答以下问题：与对照组相比，由知识，信念，承诺和规划框架（McDaniel Einstein，2020）提供信息的策略培训干预是否会导致更多地使用有效的学习策略？如果是这样的话，这是否增加了有效的策略使用导致改善的措施，当然成绩和坚持在网关本科科学课程？为了回答这些问题，我们将在两门本科化学和生物课程中进行两个大规模的实验，以评估策略培训干预对以下方面的影响：（a）学生关于有效学习策略的知识和信念，（B）学生的自我调节学习行为，（c）考试成绩，和（d）坚持科学。该奖项反映了NSF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。