An Investigation of Synergistic Effects of Discipline-based Growth Mindset and Effective Learning Strategies Interventions in Gateway Chemistry Courses

基于学科的成长心态与有效学习策略干预在入门化学课程中的协同效应研究

• 批准号: 2235476
• 负责人: Li Ye
• 金额: $ 16.59万
• 依托单位: The University Corporation, Northridge
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-07-01 至 2026-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2235476&HistoricalAwards=false
• 关键词: Investigation; Synergistic; Effects; Discipline; based

This project aims to serve the national interest by improving undergraduate students’ mindset beliefs, learning strategies, and persistence in gateway chemistry courses. Students’ early success and skills learned in science gateway courses are integral to their success in completing science degrees. Research has reported that implementing the Growth Mindset (GM) or Effective Learning Strategies (ELS) interventions can improve student learning in Science, Technology, Engineering, and Mathematics (STEM) courses. However, very few have studied the combination of these two related interventions. This Level 1 Engaged Student Learning project will investigate the synergistic effects of two chemistry-based online modules (GM and ELS) implemented with students in introductory and general chemistry courses at two Hispanic Serving Institutions. The coupling of GM and ELS modules will explicitly teach students how to respond to challenges in specific contexts of the chemistry courses and adopt effective learning strategies necessary for improving their learning skills and academic success. The project is expected to produce online materials, including interactive videos and reflective writing activities, to teach GM and ELS in chemistry courses and advance understanding of coupling GM and ELS modules broadly in STEM curricula. The long term goals of the project include impacting students’ mindset and learning skills, improving student success and retention in gateway chemistry courses, and improving diversity in STEM fields.The goals of the project are to develop two chemistry-based GM and ELS modules for the introductory and general chemistry courses in two institutions, and to examine their effectiveness using a randomized controlled trial (RCT). Student participants will be randomly assigned to one of four study conditions: control, use of GM only (with control), use of ELS only (with control), and use of both modules. The effectiveness of these interventions will be evaluated by measuring: i) changes in students’ mindset beliefs, ii) changes in using effective learning strategies, iii) comparing exam performance between the study conditions in the courses, and iv) differential impact for underrepresented minority students (URM) in the introductory and general chemistry courses across the two institutions. The long-term impact of the project will be examined by comparing completion rates in subsequent chemistry courses. Additionally, focus group interviews will be conducted to explore and explain the synergistic effects of the two modules. The project team will disseminate findings by creating a website with training and tutorial materials for potential adopters of the GM and ELS modules, training instructors in the host institutions, organizing workshops at regional and national conferences, and through conference presentations and publications in chemistry/science education journals. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through its 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生的思维信念，学习策略和坚持入门化学课程来服务于国家利益。学生的早期成功和在科学入门课程中学到的技能是他们成功完成科学学位不可或缺的。研究报告指出，实施成长促进计划（GM）或有效学习策略（ELS）干预措施可以改善学生在科学、技术、工程和数学（STEM）课程中的学习。然而，很少有人研究这两种相关干预措施的结合。 这个1级学生学习项目将调查两个基于化学的在线模块（GM和ELS）的协同效应，与学生在两个西班牙裔服务机构的入门和普通化学课程实施。GM和ELS模块的结合将明确教导学生如何应对化学课程特定背景下的挑战，并采取有效的学习策略，以提高他们的学习技能和学业成功。该项目预计将制作在线材料，包括互动视频和反思性写作活动，在化学课程中教授GM和ELS，并促进对STEM课程中广泛耦合GM和ELS模块的理解。该项目的长期目标包括影响学生的心态和学习技能，提高学生在入门化学课程中的成功率和保留率，以及提高STEM领域的多样性。该项目的目标是为两所院校的入门和普通化学课程开发两个基于化学的GM和ELS模块，并使用随机对照试验（RCT）来检查其有效性。学生参与者将被随机分配到四个研究条件之一：对照，仅使用GM（对照），仅使用ELS（对照），以及使用两个模块。这些干预措施的有效性将通过测量来评估：i）学生的心态信念的变化，ii）使用有效学习策略的变化，iii）比较课程学习条件之间的考试成绩，以及iv）在两个机构的入门和普通化学课程中对代表性不足的少数民族学生（URM）的不同影响。将通过比较随后化学课程的完成率来审查该项目的长期影响。此外，将进行焦点小组访谈，以探讨和解释这两个单元的协同效应。项目小组将通过以下方式传播研究结果：建立一个网站，为全球机制和环境学习单元的潜在采用者提供培训和辅导材料，在东道机构培训教员，在区域和国家会议上组织讲习班，以及通过会议介绍和在化学/科学教育期刊上发表文章。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。