Promoting Problem-Solving Skills and Self-Regulated Learning in First-Year Engineering Students

促进一年级工科学生解决问题的能力和自我调节学习

基本信息

项目摘要

This project aims to serve the national interest by improving curricula and curricular interventions in engineering education. Research has demonstrated that students’ early experiences with STEM coursework play a pivotal role in their decision to persist in STEM. Many students express initial interest in engineering but experience challenges with problem-solving skills that are key to the discipline. Students that begin in engineering at the College Algebra, Trigonometry, or Pre-calculus level (non-calculus ready students), in particular, may benefit from supports that help them employ effective strategies during problem-solving. Supporting these students’ success and persistence in STEM is of particular significance given the continued national need for more STEM professionals. Therefore, identifying and refining interventions that promote students’ interest, achievement, and persistence in engineering are of increasing importance and national concern. This project will test interventions designed to promote problem-solving knowledge and skills among non-calculus ready students, a population in which students from underrepresented, first-generation, and economically-disadvantaged groups are overrepresented. The project aims to advance understanding of supports that increase students’ success and retention in engineering and will generate knowledge about the use of similar interventions in other STEM courses and programs. The primary goals of this project are to: 1) build, test, and refine a two-part, course-based self-regulated learning intervention that scaffolds non-calculus ready students’ use of metacognitive skills during problem-solving and 2) disseminate a set of integrated intervention activities and instructional materials that support engineering students’ problem-solving. To address the goals of the project, the researchers will: 1) implement and refine contextualized methods of assessing students’ metacognitive skills during problem-solving; 2) model patterns and profiles of students’ problem-solving skills and their relations to problem-solving performance in engineering and mathematics; 3) develop, test, and refine a model of self-regulated learning during story problem-solving; and 4) implement iterative classroom-based research to refine instructional materials supporting students’ conceptual knowledge and strategic problem-solving. The researchers will implement matching techniques to stratify and closely match students in intervention and control groups and will conduct both person-centered and latent growth modeling techniques to characterize and examine change in students’ problem-solving and metacognitive skills. The project will incorporate substantive educational activities and outreach that intend to increase the retention of students in engineering who did not place into calculus in their first semester. Outcomes of this project will guide the design of intervention materials to prompt and promote students’ conceptual knowledge and strategic learning, providing replicable tools to enhance STEM education and retention more broadly. The NSF IUSE 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.
该项目旨在通过改进工程教育的课程和课程干预来服务于国家利益。研究表明,学生早期的STEM课程经验在他们坚持STEM的决定中起着关键作用。许多学生表达了对工程的初步兴趣,但在解决问题的能力方面遇到了挑战,这是该学科的关键。学生开始在工程在大学代数,三角,或预微积分水平(非微积分准备的学生),特别是,可以受益于支持,帮助他们在解决问题的过程中采用有效的策略。支持这些学生的成功和坚持在干是特别重要的考虑到持续的国家需要更多的干专业人员。因此,确定和完善的干预措施,促进学生的兴趣,成就,并坚持在工程越来越重要和国家的关注。该项目将测试旨在促进非微积分准备学生解决问题的知识和技能的干预措施,其中代表性不足,第一代和经济弱势群体的学生人数过多。该项目旨在促进对支持的理解,提高学生在工程方面的成功和保留,并将产生有关在其他STEM课程和计划中使用类似干预措施的知识。 这个项目的主要目标是:1)建立,测试和完善两部分,基于课程的自我调节学习干预,支架非微积分准备学生的元认知技能的使用在解决问题和2)传播一套综合干预活动和教学材料,支持工程专业学生的解决问题。为了实现该项目的目标,研究人员将:1)实施和完善评估学生在解决问题过程中的元认知技能的情境化方法; 2)学生解决问题技能的模型模式和轮廓及其与工程和数学问题解决绩效的关系; 3)开发,测试和完善故事问题解决过程中的自我调节学习模型;以及4)实施以课堂为基础的反复研究,以改进支持学生概念知识和战略问题解决的教学材料。研究人员将实施匹配技术,对干预组和对照组的学生进行分层和紧密匹配,并将采用以人为本和潜在增长建模技术来表征和检查学生解决问题和元认知技能的变化。该项目将纳入实质性的教育活动和推广活动,旨在增加那些在第一学期没有进入微积分的工程学生的保留率。该项目的成果将指导干预材料的设计,以促进和促进学生的概念知识和战略学习,提供可复制的工具,以更广泛地加强STEM教育和保留。NSF IUSE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。

项目成果

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Lizzie Santiago其他文献

Lizzie Santiago的其他文献

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{{ truncateString('Lizzie Santiago', 18)}}的其他基金

Engineering Essentials: A Course to Introduce Non-Calculus Ready First Year Engineering Students to Engineering Concepts and Critical Thinking Skills
工程基础:向非微积分一年级工程专业学生介绍工程概念和批判性思维技能的课程
  • 批准号:
    1504730
  • 财政年份:
    2015
  • 资助金额:
    $ 60万
  • 项目类别:
    Standard Grant
Research Initiation Grant: Understanding why undergraduate students lose interest in engineering
研究启动资助:了解本科生对工程失去兴趣的原因
  • 批准号:
    1340463
  • 财政年份:
    2013
  • 资助金额:
    $ 60万
  • 项目类别:
    Standard Grant

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