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、学生学习以及学生态度和兴趣之间的关系来服务于国家利益，以便教师能够对其教学实践做出明智的决定。许多研究报告称，主动学习策略，也称为以学生为中心的教学，可以支持学生在科学课程中取得成功，但没有定量衡量不同程度的以学生为中心的教学对学生学习的影响。这个 IUSE Track 1 学生参与学习 2 级项目将满足这种量化需求。更好地理解这些关系反过来将使科学教师能够对其教学实践进行数据支持的修改，以最好地支持学生的学习。该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联系起来。该项目将根据改革后的教学观察协议（RTOP）和本科生STEM课堂观察协议（COPUS）课堂观察协议，设计一系列地球科学入门课程，可分为以教师为中心/说教、过渡/互动讲座和以学生为中心。 RTOP 和 COPUS 是用于衡量教师教学方法和学生在 STEM 课堂中的参与度的工具。 治疗课程将在多个学期内分散在四个不同机构的教室中，以便每个机构的学生至少体验一次改革教学的每个级别的每一节课。 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特征的学生的学习、学习感知或兴趣产生不同的影响。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、学生兴趣、学生对学习的看法、人口统计因素）最能预测学生的学习成果。该项目的成果将是一个模型，该模型描述了学生学习如何与不同程度的以学生为中心的教学相适应。通过将学生人口统计数据与学习和情感相结合，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情感特征，并将提供一个框架，教师可以使用该框架来根据提高学生成功的明确目标来确定他们希望采用的教学实践。 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。通过其参与的学生学习轨道，该计划支持有前途的实践和工具的创建、探索和实施。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。