Integrating Self-Regulated Learning Into STEM Courses: Maximizing Learning Outcomes With The Success Through Self-Regulated Learning Framework

将自我调节学习融入 STEM 课程：通过自我调节学习框架取得成功，最大化学习成果

• 批准号: 2337176
• 负责人: Rayne Sperling
• 金额: $ 65.76万
• 依托单位: Pennsylvania State Univ University Park
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-02-15 至 2027-01-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2337176&HistoricalAwards=false
• 关键词: Integrating; Self; Regulated; Learning; Into

This IUSE Level 2 Engaged Student Learning project aims to serve the national interest by engaging more people with diverse backgrounds in science, technology, engineering, and mathematics (STEM) fields. The project aims to improve postsecondary students' academic success and retention within STEM disciplines using the Success through Self-Regulated Learning (StSRL) framework. In self-regulated learning, students manage their behavior before, during, and after a learning task to allow them to master the task or concept at hand. Theoretically and empirically grounded, the StSRL framework will target five related components of self-regulated learning: strategy use, metacognition, motivation, management, and content practice. The framework will provide a platform for instructors to generate dynamic, bidirectional prompts that students respond to through an app or a course learning management system (LMS), thereby embedding effective self-regulated learning practices within scientific course contexts. Prompts will vary by format (e.g., multiple choice, open-ended response, slider), as well as by intended learning function (i.e., metacognition, strategy, motivation, content, management). Preliminary data suggest the StSRL framework holds promise to increase students’ learning and retention in STEM pipelines. This project plans to first focus on students enrolled in biology courses and then will scale to additional STEM contexts. Data collected from this project will allow the project team to study how to maximize the intervention and will inform faculty professional development to support students’ self-regulated learning. The project team plans to test the efficacy of the Success through Self-Regulated Learning (StSRL) framework and systematic interventions designed to increase successful learning outcomes, student achievement, and retention in post-secondary STEM coursework. This project intends to address four overarching objectives: 1) Further test the impact of instructor and student use of the StSRL framework on SRL, self-efficacy, and achievement outcomes, 2) Examine how differences in instructors’ use of the framework inform intervention success, 3) Test StSRL generalizability and scale up across STEM domains and learning contexts, and 4) Iteratively design and provide faculty professional development for SRL STEM interventions. Quantitative methods will be employed to study whether such objectives have been met. This project plans to measure the impact of the framework and interventions on student achievement and retention in STEM through rich data sources. Project data will include students’ demographics, course performance, and StSRL prompt performance, as well as SRL outcomes, such as metacognition, motivational variables, and learning strategy use. In addition, data analytics from the bidirectional, real-time interventions will contribute to understanding the implementation of large-scale, technology-supported interventions. Rigorous study of instructors’ use of the framework will inform and improve faculty professional development to serve as a model for scaling interventions. An interdisciplinary team of learning researchers and science faculty will offer a combination of education theory expertise with discipline-based education research knowledge to contribute broadly to scholarly communities. This project hopes to not only directly impact students’ self-regulated learning, learning outcomes, and retention, but also provide a roadmap for deep collaborations among learning experts and science-content experts to drive advancement of evidence-based pedagogies in STEM contexts. Results from previous work in biology and physics settings will be scaled to include other disciplines and, importantly, other populations, including learners enrolled in regional colleges, adult STEM learners in online settings, and underrepresented minority students participating in summer bridge programs. The NSF IUSE: EDU 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.

这个IUSE 2级参与的学生学习项目旨在通过吸引更多具有科学，技术，工程和数学（STEM）领域的潜水员背景的人来服务国家利益。该项目旨在通过自我调节的学习（STSRL）框架来改善中学后学生的学术成功和在STEM学科中的保留。在自我调节的学习中，学生在学习任务之前，之中和之后管理自己的行为，以允许他们掌握手头的任务或概念。 STSRL框架的理论和紧急扎根，将针对自我调节学习的五个相关组成部分：策略使用，元认知，动机，管理和内容实践。该框架将为讲师提供一个平台，以生成动态的双向提示，即学生通过应用程序或课程学习管理系统（LMS）响应，从而将有效的自我调节学习实践嵌入科学课程内容中。提示将因格式（例如多项选择，开放式响应，滑块）以及预期的学习功能（即元认知，策略，动机，内容，管理）而有所不同。初步数据表明，STSRL框架有望增加学生在STEM管道中的学习和保留。该项目计划首先关注参加生物学课程的学生，然后扩展到其他STEM环境。从该项目收集的数据将使项目团队能够研究如何最大化干预措施，并将告知教师专业​​发展以支持学生自我调节的学习。该项目团队计划通过自我调节的学习（STSRL）框架和系统的干预措施来测试成功的效率，旨在提高成功学习成果，学生成就和在大专STEM课程中的保留。该项目打算解决四个总体对象：1）进一步测试教师和学生对STSRL框架对SRL的影响，自我效能和成就结果，2）研究如何使用框架的使用差异为框架的使用差异，3）测试STSRL跨词段和跨词段和学习的间隔和学习的划分和4）的设计和4）的设计和4）的设计和4）的设计。将采用定量方法来研究是否满足了此类对象。该项目计划通过丰富的数据源来衡量框架和干预措施对STEM中学生成就和保留的影响。项目数据将包括学生的人口统计，课程表现和STSRL及时的表现以及SRL结果，例如元认知，动机变量和学习策略的使用。此外，双向，实时干预措施的数据分析将有助于理解大规模，技术支持的干预措施的实施。严格研究讲师对框架的使用将为和改善教师专业发展，以作为扩展干预措施的模型。一个学习研究人员和科学教师的跨学科团队将提供教育理论专业知识与基于学科的教育研究知识的结合，为科学社区做出广泛的贡献。该项目不仅希望直接影响学生的自我调节的学习，学习成果和保留率，而且还为学习专家和科学专家之间的深入合作提供了路线图，以推动STEM环境中基于证据的教学法的发展。先前在生物学和物理环境方面的工作的结果将扩展到包括其他学科，重要的是，包括参加区域学院的学习者，在线环境中的成人STEM学习者以及参与夏季桥梁计划的代表性不足的少数群体学生。 NSF IUSE：EDU计划支持研发项目，以提高所有学生STEM教育的有效性。通过订婚的学生学习轨道，该计划支持了承诺实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并通过使用基金会的知识分子优点和更广泛的影响评估标准来评估诚实的支持。