Further Development of an Open Educational Resource to Improve Architectural Engineering Students’ Conceptual Knowledge When Writing to Learn
进一步开发开放教育资源以提高建筑工程学生在写作学习时的概念知识
基本信息
- 批准号:2215807
- 负责人:
- 金额:$ 27.46万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Standard Grant
- 财政年份:2022
- 资助国家:美国
- 起止时间:2022-06-01 至 2025-05-31
- 项目状态:未结题
- 来源:
- 关键词:
项目摘要
Conceptual understanding of core engineering fundamentals enables engineers to predict how a system will behave, to determine appropriate solutions to problems, to choose relevant design processes, and to explain how the world around them works. Conceptual understanding refers to rich cognitive representations of concepts, both concrete and abstract, such as how a masonry veneer wall composite aligns with heat energy principles. Such conceptual understanding is essential, yet newly entering college students and even recent graduates commonly misperceive the engineering concepts needed to solve even simple problems in real-world practice. Addressing this gap early in undergraduate training will lay a stronger foundation for building the next generation of engineers who are vital for our nation’s economic resilience and future competitiveness on the international stage. The software and approach developed by this project provides summary writing exercises with immediate feedback to support classroom lecture and discussion in real time. The broader benefits of this project include that the research findings and the software can complement and extend other STEM writing pedagogies. The software will be designed to be quick and simple to set up by a course instructor and can be used in any content area, thus it has potentially wide application in any STEM course at the undergraduate and even high school levels. The software and approach automatically scale to courses with large enrollments, for example massive open online engineering courses that serve tens of thousands of students, thus adding deeper conceptual engagement to these courses at little extra cost.Summary writing with feedback, also called writing-to-learn, is an effective way to build conceptual understanding, but grading essays is time consuming especially in large enrollment courses. A second evidence-based way to improve students’ conceptual understanding is to intentionally and explicitly include domain knowledge conceptual representations in courses, for example, using network graphs as individual feedback and for classroom discussions. When students use network graphs, the form of their conceptual model becomes more like an expert’s model. Combining these findings, this 2-year interdisciplinary research and software development project will investigate the influence of knowledge structure feedback as network graphs of lesson concepts when writing to learn in the engineering domain studied through an educational lens. The four investigations, in order, will compare (1) writing with network feedback to no writing, (2) writing with network feedback to writing without feedback, (3) writing with network feedback with or without delayed instructor explanations of the lesson conceptual structure as podcasts, and (4) writing with network feedback with or without immediate instructor explanations of the lesson conceptual structure during lectures. The four investigations in this project have potential to add to the known theory and practice regarding knowledge structure networks as feedback mechanisms when writing to learn in STEM courses. Results of these four investigations could inform the potential of explicitly teaching domain knowledge conceptual structure to augment traditional teaching approaches, and extend the writing to learn STEM content research to include feedback as conceptual network structure. The research findings will be disseminated through webinars, social media, a persistent project website, journals, workshops, and conference presentations. The software developed will be available to the public as an open education resource through the project website. 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.
对核心工程基础的概念性理解使工程师能够预测系统的行为方式,确定问题的适当解决方案,选择相关的设计过程,并解释他们周围的世界是如何工作的。概念理解是指对概念的丰富认知表征,包括具体的和抽象的,例如砌体贴面墙复合材料如何与热能原理保持一致。这样的概念理解是必不可少的,然而,新进入大学的学生,甚至是刚毕业的学生,通常会误解在现实世界中解决简单问题所需的工程概念。在本科培训中尽早解决这一差距,将为培养下一代工程师奠定更坚实的基础,这些工程师对我们国家的经济弹性和未来在国际舞台上的竞争力至关重要。本项目开发的软件和方法提供了总结写作练习,并提供即时反馈,以支持课堂教学和实时讨论。这个项目更广泛的好处包括研究成果和软件可以补充和扩展其他STEM写作教学方法。该软件将被设计成由课程讲师快速简单地设置,可用于任何内容领域,因此它在本科甚至高中水平的任何STEM课程中都有潜在的广泛应用。该软件和方法可以自动扩展到大量注册的课程,例如为数万名学生提供服务的大规模开放在线工程课程,从而以很少的额外成本为这些课程增加更深层次的概念参与。带反馈的总结写作,也被称为写作学习,是一种建立概念理解的有效方法,但是给论文评分是非常耗时的,尤其是在大量招生的课程中。第二种提高学生概念理解的循证方法是有意和明确地在课程中包含领域知识概念表示,例如,使用网络图作为个人反馈和课堂讨论。当学生使用网络图时,他们的概念模型的形式变得更像专家的模型。结合这些发现,这个为期两年的跨学科研究和软件开发项目将调查知识结构反馈作为课程概念网络图的影响,当通过教育视角研究工程领域的学习写作时。这四项调查将依次比较(1)有网络反馈的写作与没有写作,(2)有网络反馈的写作与没有反馈的写作,(3)有或没有延迟讲师以播客形式解释课程概念结构的网络反馈写作,以及(4)有或没有讲师在讲座期间立即解释课程概念结构的网络反馈写作。本项目中的四项调查有可能增加关于知识结构网络作为STEM课程写作学习反馈机制的已知理论和实践。这四项调查的结果可以告知明确教学领域知识概念结构的潜力,以补充传统的教学方法,并扩展写作学习STEM内容研究,以包括反馈作为概念网络结构。研究结果将通过网络研讨会、社交媒体、持续的项目网站、期刊、研讨会和会议演讲等方式传播。开发的软件将通过项目网站作为开放教育资源提供给公众。NSF IUSE: EHR计划支持研究和开发项目,以提高所有学生STEM教育的有效性。通过参与学生学习轨道,该计划支持有前途的实践和工具的创建,探索和实施。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。
项目成果
期刊论文数量(0)
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专利数量(0)
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Roy Clariana其他文献
Roy Clariana的其他文献
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{{ truncateString('Roy Clariana', 18)}}的其他基金
NCS-FO: Integrative Neural Approaches to Understanding Science Text Comprehension
NCS-FO:理解科学文本理解的综合神经方法
- 批准号:
1533625 - 财政年份:2015
- 资助金额:
$ 27.46万 - 项目类别:
Standard Grant
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