Enhancing Science Learning and Collaboration through Social Metacognition

通过社会元认知加强科学学习和合作

• 批准号: 2320872
• 负责人: Stephanie Halmo
• 金额: $ 34.78万
• 依托单位: University of Georgia Research Foundation Inc
• 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: 2023-10-01 至 2026-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2320872&HistoricalAwards=false
• 关键词: Enhancing; Science; Learning; Collaboration; through

This project aims to serve the national interest by enhancing science learning and collaboration for undergraduate students in biology and biochemistry. The Nation’s ability to stay on the leading edge of scientific development hinges on a STEM workforce with well-developed collaboration skills. Some evidence suggests that successful collaboration depends on social metacognition, or the awareness and regulation of another’s thinking. Social metacognition occurs when one person stimulates metacognition in another. This happens when one person monitors or evaluates their own understanding or another’s understanding out loud for others to hear. This project will use both qualitative and quantitative methods to analyze audio and video data from introductory college biology labs and biochemistry classrooms to determine how social metacognition and students’ perceptions of social metacognition impact collaboration in these contexts. This project will result in fundamental knowledge and understanding of how social metacognition impacts collaboration. Additionally, this project will allow the principal investigator (PI) to develop skills in fundamental STEM education research through mentoring and formal learning opportunities.The goals of this project are to generate fundamental knowledge about social metacognition’s impact on collaboration and to build capacity in the PI to conduct high quality fundamental STEM education research. To meet these goals, this mixed methods project will 1) characterize social metacognition that occurs across science contexts and its impact on collaboration, and 2) determine how students’ perceptions of naturally-occurring social metacognition vary across different science contexts. To accomplish the first objective, statistical discourse analysis, a form of dynamic multilevel hierarchical linear modeling, will be used to test hypotheses about how social metacognition and other explanatory variables impact collaboration in two science class contexts. The use of statistical discourse analysis will enable strong inferences to be made in a field that traditionally centers qualitative methods. To accomplish the second objective, individual students from introductory biology labs and biochemistry courses will be shown selected video clips of naturally-occurring social metacognition from their group work sessions and asked to recall what they were thinking and feeling in the moment. Through this stimulated recall method and the lens of politeness theory, student perceptions of social metacognition will be identified. Student perceptions of social metacognition are currently missing from the field and this information has implications for the development of social metacognition interventions. A professional development plan that includes coursework and mentorship from experts in social metacognition, statistical discourse analysis, and stimulated recall methods will ensure the primary investigator builds the knowledge and skillset needed to carry out the project. This project is supported by NSF’s EDU Core Research Building Capacity in STEM Education Research (ECR: BCSER) program, which is designed to build investigators’ capacity to carry out high-quality STEM education research in the core areas of STEM learning and learning environments, broadening participation in STEM fields, and STEM workforce development.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.

该项目旨在通过加强生物学和生物化学本科生的科学学习和合作来服务于国家利益。国家保持科学发展领先地位的能力取决于拥有良好协作技能的STEM劳动力。一些证据表明，成功的合作取决于社会元认知，或对他人思维的意识和调节。当一个人刺激另一个人的元认知时，社会元认知就发生了。当一个人大声地监测或评估自己的理解或另一个人的理解时，就会发生这种情况。该项目将使用定性和定量的方法来分析音频和视频数据，从介绍大学生物实验室和生物化学教室，以确定如何社会元认知和学生的社会元认知的看法影响在这些情况下的合作。该项目将导致社会元认知如何影响协作的基本知识和理解。此外，该项目还将使首席研究员（PI）能够通过指导和正式学习机会，培养基础STEM教育研究的技能。该项目的目标是生成关于社会元认知对合作的影响的基础知识，并培养PI开展高质量基础STEM教育研究的能力。为了实现这些目标，这个混合方法项目将1）描述跨科学背景发生的社会元认知及其对协作的影响，2）确定学生对自然发生的社会元认知的看法如何在不同的科学背景下变化。为了实现第一个目标，统计话语分析（一种动态多层次线性建模形式）将用于测试有关社会元认知和其他解释变量如何影响两个科学课程背景下的合作的假设。统计话语分析的使用将使强有力的推论，在一个领域，传统的中心定性方法。为了实现第二个目标，来自生物学实验室和生物化学课程的学生将从他们的小组工作会议中选择自然发生的社会元认知的视频剪辑，并要求回忆他们当时的想法和感受。通过这种刺激回忆法和礼貌理论的透镜，学生的社会元认知的看法将被确定。学生的社会元认知的看法是目前从外地失踪，这一信息的社会元认知干预措施的发展有影响。一个专业的发展计划，包括课程和社会元认知，统计话语分析和刺激回忆方法的专家指导，将确保主要研究者建立所需的知识和技能来执行该项目。该项目由NSF的EDU核心研究支持，在STEM教育研究中建立能力（ECR：BCSER）计划，旨在培养研究人员在STEM学习和学习环境的核心领域开展高质量STEM教育研究的能力，扩大STEM领域的参与，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进行评估，被认为值得支持审查标准。