An International Study of Student Engagement: An EaGER Grant

本研究项目探讨学生在高中生物、化学和物理课堂上的积极性和参与度，以及促进或阻碍这种积极性和参与度的因素。它将通过细化参与的定义、如何衡量参与、参与对科学学习的影响以及教师如何利用这些信息改善教学，从而改善学生的学习，从而为科学文献做出贡献。该项目建立在密歇根州立大学和芬兰研究人员早期合作的基础上。该项目由教育与学习研究（REAL）项目资助，该项目支持在我们所知的教学和学习的前沿进行基础研究，无论是在学校还是在课堂外。这项研究将涉及5所美国高中，20名教师和芬兰的类似数量的教师，在课堂教学，学生评估，数据分析的迭代设计中，然后重新设计课堂教学和分析。他们将使用经验抽样法（ESM）、教师和学生调查和访谈等新技术收集数据。包括教师在内的团队将不断开发和完善用于分析数据的课堂工具，以提高学生的参与度。当前的目标是，教师将提高参与学生形成性评估的能力，因此，学生的参与和学习应该增加。所开发的教学材料应可推广到其他情况。

This research project explores student motivation and engagement in high school biology, chemistry, and physics classrooms and what factors foster or hinder it. It will contribute to the scientific literature by refining definitions of what is meant by engagement, how it should be measured, what effects it has on science learning, and how teachers can use this information to improve their instruction and, as a result, student learning. The project builds on an earlier collaboration between researchers at Michigan State University and those in Finland. The project is funded by the Research on Education and Learning (REAL) program that supports fundamental research at the cutting edge of what we know about teaching and learning, whether based in schools or out of the classroom. The research will involve five US high schools with 20 teachers and a similar number in Finland in an iterative design of classroom instruction, student assessment, data analysis, and then the redesign of classroom instruction and analysis. They will collect data obtained with new technology using the experience sampling method (ESM), teacher and student surveys and interviews. The teams, which includes teachers, will continuously develop and refine classroom tools for analyzing data to improve student engagement. The immediate goal is that teachers will have an improved ability to engage in formative assessment of students, and, as a result, student engagement and learning should increase. The instructional materials developed should be generalizable to other contexts.