Advancing the Cognitive Science of Active Learning: Pinpointing Instructional Features that Maximize Equity, Self-Efficacy, and Student Learning in STEM

推进主动学习的认知科学：确定 STEM 中最大化公平、自我效能和学生学习的教学特征

• 批准号: 2222208
• 负责人: Amedee Martella
• 金额: $ 30万
• 依托单位: University of California-Santa Barbara
• 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: 2022-08-01 至 2024-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2222208&HistoricalAwards=false
• 关键词: Advancing; Cognitive; Science; Active; Learning

This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2). This postdoctoral research fellowship project will investigate how active learning can be effectively integrated into lectures to promote equity, self-efficacy, and student learning in STEM courses. By conducting the research at a Hispanic-Serving Institution with a diverse student population, the fellow is in a position to produce insights into instructional practices that enhance the academic success of groups of students who are underrepresented in their participation in STEM fields of study. A professional development plan is in place that is tailored to the career goals of the fellow and includes activities that will enable the fellow to deepen knowledge and skills related to conducting theoretically driven and applied research. This in turn lays the groundwork for a future research career of developing evidence-based teaching guidelines for college instructors. This research study will include three experiments that manipulate the dosage schedule and order of active learning and lecture to assess the impact of active learning on student success in introductory STEM coursework. The manipulation of dosage schedule will involve blocking active learning and lecture and interspersing active learning and lecture. The manipulation of dosage order will provide (a) lecture first and active learning second and (b) active learning first and lecture second. The first two experiments will occur in an highly controlled laboratory environment and the third experiment will occur in an introductory biology class co-taught by two biology professors. Students in the three experiments will learn biology concepts in four different instructional conditions, and their level of success in these conditions will be measured using self-efficacy and learning instruments. A comparison between underrepresented and non-underrepresented students on their self-efficacy ratings and learning scores will also be conducted to examine whether there are any proportionate or disproportionate gains or losses. The results of the study could be used to guide college course transformations by producing evidence about how to implement active learning effectively,The project responds to the STEM Education Postdoctoral Research Fellowship (STEM Ed PRF) program that aims to enhance the research knowledge, skills, and practices of recent doctorates in STEM, STEM education, education, and related disciplines to advance their preparation to engage in fundamental and applied research that advances knowledge within the field.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.

该奖项全部或部分根据2021年美国救援计划法案（公法117-2）资助。这个博士后研究奖学金项目将研究如何将主动学习有效地融入讲座中，以促进STEM课程的公平，自我效能和学生学习。通过在一个拥有多样化学生群体的西班牙裔服务机构进行研究，该研究员能够对教学实践产生深刻的见解，从而提高那些参与STEM研究领域的学生群体的学术成功。专业发展计划已经到位，该计划针对研究员的职业目标，包括使研究员能够加深与进行理论驱动和应用研究有关的知识和技能的活动。这反过来又奠定了基础，为未来的研究生涯，发展基于证据的教学指南的大学教师。这项研究将包括三个实验，操纵剂量表和主动学习和讲座的顺序，以评估主动学习对学生在入门STEM课程中成功的影响。给药方案的操作将涉及阻断主动学习和讲座以及穿插主动学习和讲座。剂量顺序的操作将提供（a）先讲授后主动学习和（B）先主动学习后讲授。前两个实验将在高度受控的实验室环境中进行，第三个实验将在由两位生物学教授共同教授的生物学入门课程中进行。学生在三个实验将学习生物学概念在四个不同的教学条件下，他们在这些条件下的成功水平将使用自我效能和学习工具来衡量。此外，我们亦会比较代表性不足和非代表性不足的学生的自我效能评分和学习成绩，以研究是否有任何成比例或不成比例的得益或损失。该研究的结果可以用来指导大学课程改革，通过产生关于如何有效实施主动学习的证据，该项目响应STEM教育博士后研究奖学金（干艾德PRF）计划，旨在提高研究知识，技能，并在干，干教育，教育，该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准。