Quantifying the Extent of Student Learning and Affect Associated with Observed Levels of Instructional Reform

量化与观察到的教学改革水平相关的学生学习和影响的程度

• 批准号: 2235543
• 负责人: Karen Viskupic
• 金额: $ 21.15万
• 依托单位: Boise State University
• 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: 2023-06-15 至 2026-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2235543&HistoricalAwards=false
• 关键词: Quantifying; Extent; Student; Learning; Affect

This project aims to serve the national interest by quantifying the relationship among teaching activities, student learning, and student attitudes and interests so that instructors can make informed decisions about their teaching practices. Many studies report that active learning strategies, also known as student-centered teaching, support student success in science courses, but there is no quantitative measure of how much student learning changes with different degrees of student-centered teaching. This IUSE Track 1 Engaged Student Learning Level 2 project will fill this need for quantification. Better understanding of these relationships will in turn allow science instructors to make data-enabled modifications to their teaching practices to best support student learning.The goal of this project is to correlate student learning and interest with different degrees of reformed teaching practices. The project will design a series of introductory geoscience lessons that can be classified as teacher-centered/didactic, transitional/ interactive lecture, and student-centered based on the Reformed Teaching Observation Protocol (RTOP) and Classroom Observation Protocol for Undergraduate STEM (COPUS) classroom observation protocols. RTOP and COPUS are tools used to measure faculty teaching methods and student engagement in STEM classrooms. The treatment lessons will be interspersed in classrooms at four different institutions over the course of multiple semesters so that students at each institution experience each lesson at each level of reformed teaching at least one time. A series of conceptual assessments and student interest questions will measure student learning, students’ perception of their learning, and student interest. Observations using the RTOP and COPUS protocols will measure the degree of student-centered teaching practices in both treatment and non-treatment classes. Demographic data will be used to assess if different degrees of student-centered instruction have any differential impacts on the learning, perceptions of learning, or interest for students with different demographic characteristics. The project will use a model selection approach to determine which factors (degree of student-centered teaching, student interest, student perceptions of learning, demographic factors) best predict student learning gains. The outcomes of this project will be a model that characterizes how student learning scales with different degrees of student-centered teaching. By integrating student demographics with learning and affect, this work will generate new information to characterize learning and affect for students from traditionally minoritized groups and will provide a framework that faculty can use to determine instructional practices they wish to adopt based on a clear target for improved student success. 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.

该项目旨在通过量化教学活动，学生学习以及学生与会者和兴趣之间的关系来为国家利益提供服务，以便教师可以就其教学实践做出明智的决定。许多研究报告说，积极的学习策略，也称为以学生为中心的教学，支持学生在科学课程方面的成功，但是没有定量的衡量学生学习以不同程度的以学生为中心的教学变化。这个IUSE TRACK 1参与的学生学习级别2项目将满足量化的需求。对这些关系的更好理解反过来，科学讲师可以对他们的教学实践进行基于数据的修改，以最好地支持学生的学习。该项目的目的是将学生的学习和兴趣与不同程度的改革教学实践相关联。该项目将设计一系列的地球科学课程，可以将其归类为以教师为中心的/教学，过渡/互动演讲，并根据改革后的教学观察协议（RTOP）（RTOP）和课堂观察协议（COPUS STEM（COPUS）课堂观察协议以学生为中心）。 RTOP和COPUS是用于测量教师教学方法和学生参与STEM教室的工具。在多个学期的过程中，将在四个不同机构的教室中散布治疗课程，以便每个机构的学生在每个教学级别的每个教学级别中都会至少一次体验一次。一系列概念评估和学生兴趣问题将衡量学生的学习，学生对学习的看法以及学生的兴趣。使用RTOP和COPUS协议的观察将衡量治疗和非治疗类别中以学生为中心的教学实践的程度。人口统计数据将用于评估不同程度的以学生为中心的教学对具有不同人口特征的学生的学习，学习感或兴趣的影响。该项目将使用模型选择方法来确定哪些因素（以学生为中心的教学程度，学生兴趣，学生对学习的认识，人口统计学因素）最好预测学生的学习成就。该项目的结果将是一个模型，以不同程度的以学生为中心的教学来表征学生学习的规模。通过将学生人口统计与学习和情感相结合，这项工作将生成新的信息，以表征传统少数小组的学生的学习和影响，并将提供一个框架，教师可以使用这些框架来确定他们希望采用的教学实践，以改善学生的成功。 NSF IUSE：EHR计划支持研发项目，以提高所有学生STEM教育的有效性。通过其参与的学生学习轨道，该计划支持了承诺实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响评估标准，被视为通过评估而被视为珍贵的支持。