Collaborative Research: Improving STEM Learning through Interactive RoboBooks

协作研究：通过交互式 RoboBooks 改善 STEM 学习

• 批准号: 0929409
• 负责人: Elizabeth Murray
• 金额: $ 7.18万
• 依托单位: CAST, Inc.
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-01 至 2011-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0929409&HistoricalAwards=false
• 关键词: Collaborative; Research; Improving; STEM; Learning

The Improving STEM Learning Through Interactive RoboBooks is a collaborative project between Tufts University?s Center for Engineering Educational Outreach and the Center for Applied Special Technology, Inc. This project will develop RoboBooks, a novel interactive cyberenabled workspace for high school students with learning disabilities and/or behavioral/emotional disabilities that will improve their science understanding in chemistry and physics.Phase 1 will focus on preparing the RoboBook technology for the proposed research by embedding supports and scaffolds into the tool with the goal of improving the science learning experience for students with disabilities. Expertise and assets created in an NSF-funded collaborative research project (DRL-0730260) in which CAST, EDC and the University of Michigan are developing UDL approaches to science curricula for middle and high school students will be leveraged for this project. They are 1) developing an open source UDL Inquiry Science System that enables science curricula to be transformed into digitally supported versions that incorporate UDL features, 2) creating guidelines for designing UDL science materials, and 3) developing four UDL exemplars of chemistry and biology units from tested instructional materials and evaluating the benefits of these exemplars for middle and high school students with and without learning disabilities. In addition to preparing the technologies with embedded supports and scaffolds, the development of precise curricular units in physics and chemistry will take place during this phase of the project. A small cohort of teachers from Fenway High School and Boston Arts Academy will be incorporated into the project to advice in the design of the specific supports as well as the curricular materials. These teachers, along with one additional teacher, will be trained in the summer of 2010 to implement RoboBooks in their science classrooms in Fall 2010. Two teachers from each participating school will work with the team in Phase 2.Phase 2 of the project focuses on collecting pilot data on the overall effectiveness of RoboBooks as designed for students with high incidence disabilities. This phase will involve two teachers each from Fenway High School and Boston Arts Academy. A pilot study will be conducted with four classrooms to measure impact of the books as well as learning (content and process) gains and engagement in science. The primary research questions driving the pilot study will be:1. How do students with high incidence disabilities use interactive RoboBooks in high school physics and chemistry classes?2. Which supports and scaffolds embedded in RoboBooks do students and teachers find useful?3. How does the use of the RoboBooks affect student engagement relative to content using more traditional resources?4. What are the student-level attitudinal benefits reasonably ascribable to using RoboBooks?5. What cognitive benefits can be ascribed to the use of the RoboBooks? How do different implementations affect learning outcomes? What contextual variables facilitate or impede student-level learning benefits?The pilot study will employ the following measures: student and Teacher questionnaires embedded in RoboBooks to obtain feedback on usability and content presentation; interviews with teachers and students facilitated by the project staff and the external evaluator to gather more qualitative feedback; and pre/post science assessments. In addition, classroom observations will be conducted to observe the practices of use students with disabilities engage in with RoboBooks. Davis Square Research Associates will conduct the formative and summative independent evaluation.

通过互动robobooks改进的STEM学习是塔夫茨大学工程教育外展中心与应用特殊技术中心之间的一个协作项目将支持和脚手架嵌入工具中，目的是改善残疾学生的科学学习经验。在NSF资助的合作研究项目（DRL-0730260）中创建的专业知识和资产，其中演员，EDC和密歇根大学正在为中学生开发UDL科学课程的方法。它们是1）开发一个开源UDL探究科学系统，该系统使科学课程能够转变为具有UDL功能的数字支持版本，2）创建用于设计UDL科学材料的指南，3）开发四个UDL的化学和生物学单位的UDL范例，从测试的教学材料中，而没有这些Exemplals和高级学生的益处和高等教育的益处。除了准备嵌入式支撑和支架的技术外，还将在该项目的这一阶段进行精确的物理和化学课程单元的发展。芬威高中和波士顿艺术学院的一小群教师将被纳入项目中，以设计特定的支持以及课程材料的建议。这些老师以及另一位老师将在2010年夏季接受培训，以在2010年秋季在科学教室中实施robobooks。每所参与学校的两名老师将在第2阶段与团队合作。该项目的第2阶段侧重于收集针对robobooks的整体效率，该数据是针对学生较高入院率的学生的整体效率。这个阶段将涉及来自Fenway高中和波士顿艺术学院的两名老师。一项试点研究将与四个教室进行，以衡量书籍的影响以及学习（内容和过程）的收益和参与科学。推动试点研究的主要研究问题是：1。高发病率的学生如何在高中物理和化学课程中使用互动robobooks？2。哪些支持和脚手架嵌入了robobooks中的脚手架，学生和老师发现有用？3。 robooks的使用如何使用更多传统资源影响学生参与度？4。合理地使用robobooks的学生级态度福利是什么？5。 robobooks的使用可以归因于哪些认知优势？ 不同的实现如何影响学习成果？ 哪些上下文变量有助于或妨碍学生级的学习益处？试点研究将采取以下措施：嵌入在robobooks中的学生和教师问卷，以获取有关可用性和内容呈现的反馈；项目人员和外部评估人员为教师和学生的访谈，以收集更多的定性反馈；以及科学前/后的评估。此外，将进行课堂观察，以观察使用残疾学生与robobooks进行的实践。 戴维斯广场研究协会将进行形成性和总结性的独立评估。