Enhancing STEM Success: A Multi-modal Investigating of Spatial Reasoning and Training in Undergraduate Education

尽管对STEM专业人员的需求不断增长，但由于难以掌握内容，许多学生在完成STEM学位课程时面临挑战。STEM学科成功的一个关键预测因素是空间推理能力，这涉及到在空间中操纵和表示物体。然而，STEM课程往往忽视了空间推理技能的有目的的发展，并且对有效的训练方法的认识有限。本项目旨在解决这一差距：1）识别与成功的心理旋转相关的神经和认知过程，空间推理的一个基本方面; 2）评估这些过程对训练的反应;以及3）测量训练效果到真实世界STEM问题的转移，特别是关注入门化学。为了开发有效的认知训练方案，全面了解支持最佳表现的认知因素是必要的。该项目涉及一个大规模的横断面研究，利用眼动跟踪，脑活动测量，并在心理旋转任务的反应时间分析。多变量分析技术将识别解释性能可变性的潜在变量。此外，经过验证的随机对照训练方案，包括一个积极的对照组，将监测措施的变化，因为心理旋转性能通过训练提高。比较纵向培训效果的横截面研究中观察到的性能决定因素，将确定最敏感的神经和认知过程有针对性的干预措施。此外，该项目将研究训练诱导的改进对现实世界STEM空间推理任务的可转移性程度，例如分子对称性确定。通过制定有效的心理旋转技能发展指南，这项研究有可能增加STEM学科的成功，保留和多样性，从而提高美国STEM劳动力的质量和可用性。该项目由EDU核心研究（ECR）计划资助，该计划支持STEM学习和学习环境的基础研究，扩大STEM的参与，和STEM劳动力发展以及发现研究preK-12计划（DRK-12）。探索研究preK-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具，显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。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。

Despite the growing demand for STEM professionals, many students face challenges in completing STEM degree programs due to difficulties in mastering the content. One crucial predictor of success in STEM disciplines is spatial reasoning ability, which involves mentally manipulating and representing objects in space. However, STEM courses often neglect the purposeful development of spatial reasoning skills, and limited knowledge exists on effective training methods. This project aims to address this gap by: 1) identifying neural and cognitive processes associated with successful mental rotation, a fundamental aspect of spatial reasoning; 2) assessing the responsiveness of these processes to training; and 3) measuring the transfer of training effects to real-world STEM problems, specifically focusing on introductory chemistry.To develop effective cognitive training protocols, a comprehensive understanding of the cognitive factors supporting optimal performance is necessary. This project involves a large-scale cross-sectional study utilizing eye movement tracking, brain activity measurement, and response time analysis during mental rotation tasks. Multivariate analysis techniques will identify latent variables that explain performance variability. Additionally, a validated randomized controlled training protocol, including an active control group, will monitor changes in measures as mental rotation performance improves through training. Comparing longitudinal training effects to performance determinants observed in the cross-sectional study will identify the most responsive neural and cognitive processes for targeted interventions. Moreover, the project will examine the extent of transferability of training-induced improvements to real-world STEM spatial reasoning tasks, such as molecular symmetry determination. By developing guidelines for effective mental rotation skill development, this research has the potential to increase success, retention, and diversity in STEM disciplines, thereby enhancing the quality and availability of the US STEM workforce.This project is funded by the EDU Core Research (ECR) program, which supports fundamental research on STEM learning and learning environments, broadening participation in STEM, and STEM workforce development as well as the Discovery Research preK-12 program (DRK-12). The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. 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.