Exploring the Impact of POGIL on Student Engagement and Conceptual Understanding

探索 POGIL 对学生参与度和概念理解的影响

• 批准号: 2216454
• 负责人: Helen Hu
• 金额: $ 30万
• 依托单位: Westminster College of Salt Lake City
• 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: 2022-07-01 至 2025-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2216454&HistoricalAwards=false
• 关键词: Exploring; Impact; POGIL; Student; Engagement

This project aims to serve the national interest by improving undergraduate STEM education and identifying best practices to increase student engagement. Numerous studies have shown that evidence-based teaching strategies, such as Process Oriented Guided Inquiry Learning (POGIL), lead to better student outcomes, from higher grades to increased self-efficacy and sense of belonging. The research community is only beginning to understand why POGIL has these effects on students and what aspects of POGIL are most important for maximizing learning and other outcomes. This project plans to investigate how student engagement and understanding are affected by instructional approaches, including interactive lectures (lectures interspersed with student activities) and POGIL. Engagement is known to be important to student learning, but the nature and extent of this engagement is not well documented. Both approaches involve multiple practices, but not enough is known about which practices faculty use and the resulting impact on student learning. This project hopes to identify how these practices impact student outcomes, and how faculty can enhance these outcomes.This project plans to: (1) Examine similarities and differences in engagement-related behaviors of students and instructors during POGIL activities and interactive lectures; (2) Measure the degree of concurrent validity between classroom observation results and the student and instructor perceptions of student engagement; and (3) Look for possible differences in students' understanding of a concept when it is introduced using a POGIL activity and when it is introduced using an interactive lecture. To explore the relationship between student engagement and learning, the PIs will measure the engagement of the same students in different class periods taught by the same instructor, using either POGIL or interactive lectures. Student learning when concepts are introduced via POGIL versus interactive lectures will also be analyzed. Student engagement will be measured by triangulating classroom observations with student and faculty ratings. Quizzes will be developed and administered that will measure different kinds of conceptual understanding. 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.

该项目旨在通过改善本科STEM教育和确定提高学生参与度的最佳实践来服务于国家利益。许多研究表明，以证据为基础的教学策略，如过程导向的引导探究学习（POGIL），导致更好的学生成绩，从更高的年级到提高自我效能和归属感。研究界才刚刚开始了解为什么POGIL对学生有这些影响，以及POGIL的哪些方面对最大限度地提高学习和其他成果最重要。该项目计划调查学生的参与和理解如何受到教学方法的影响，包括互动讲座（穿插学生活动的讲座）和POGIL。众所周知，参与对学生的学习很重要，但这种参与的性质和程度并没有很好的记录。这两种方法都涉及多种实践，但对于教师使用哪些实践以及对学生学习的影响还不够了解。本研究旨在探讨这些实践活动如何影响学生的学习成果，以及教师如何提高这些成果。本研究计划：（1）考察学生和教师在POGIL活动和互动讲座中与学习相关的行为的相似性和差异性;（2）测量课堂观察结果与学生和教师对学生参与的感知之间的同步效度;以及（3）寻找学生在使用POGIL活动和使用交互式讲座引入概念时对概念理解的可能差异。为了探索学生参与度和学习之间的关系，PI将使用POGIL或交互式讲座来测量相同学生在同一教师授课的不同课时的参与度。学生学习时，通过POGIL与互动讲座介绍的概念也将进行分析。学生的参与度将通过对课堂观察与学生和教师的评分进行三角测量来衡量。测验将被开发和管理，将衡量不同类型的概念理解。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。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。