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: 2240951
• 负责人: Charles Czajka
• 金额: $ 10.39万
• 依托单位: Utah Valley 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=2240951&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、学生态度和兴趣之间的关系，为国家利益服务，以便教师能够对他们的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，也被称为以学生为中心的教学，支持学生在科学课程的成功，但没有定量的措施有多少学生的学习变化与不同程度的以学生为中心的教学。这个IUSE Track 1学生学习水平2项目将满足量化的需求。更好地理解这些关系反过来将允许科学教师对他们的教学实践进行数据化的修改，以最好地支持学生的学习。本项目的目标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介绍性的地球科学课程，可以分为以教师为中心/教学，过渡/互动讲座，以学生为中心的基础上改革教学观察协议（RTOP）和本科生STEM课堂观察协议（COPUS）课堂观察协议。 RTOP和COPUS是用于衡量教师教学方法和学生在STEM课堂上的参与度的工具。 治疗课程将在四个不同机构的教室中穿插进行，为期多个学期，以便每个机构的学生至少一次体验每一级改革教学的每一节课。 一系列的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，和学生的兴趣。使用RTOP和COPUS协议的观察将衡量治疗和非治疗课程中以学生为中心的教学实践的程度。人口统计学数据将用于评估不同程度的以学生为中心的教学是否对具有不同人口统计学特征的学生的学习、学习感知或兴趣产生任何不同的影响。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，学生的兴趣，学生对学习的看法，人口因素）最能预测学生的学习成绩。该项目的成果将是一个模型，其特点是学生的学习规模与不同程度的以学生为中心的教学。通过将学生人口统计与学习和影响相结合，这项工作将产生新的信息来描述传统少数群体学生的学习和影响，并将提供一个框架，教师可以使用该框架来确定他们希望根据明确的目标来采用的教学实践，以提高学生的成功率。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。