ITEST Research Project: Assessing the Efficacy of Cognitive Training on the Mathematics and Science Performance of Minority Students

ITEST 研究项目：评估认知训练对少数民族学生数学和科学表现的功效

• 批准号: 0929779
• 负责人: Oliver Hill
• 金额: $ 98.97万
• 依托单位: Virginia State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-10-01 至 2013-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0929779&HistoricalAwards=false
• 关键词: ITEST; Research; Project; Assessing; Efficacy

This three year study will support a partnership between Virginia State University, Virginia Commonwealth University and two local school districts in central Virginia to help improve STEM education for underrepresented students. The main goals are to: (1) indirectly develop STEM higher-order cognitive skills in students using programming language and problem-solving skills in the context of video games; (2) directly training STEM-related basic-level cognitive skills (e.g., working memory, processing speed, attention) to enhance the underlying cognitive architecture in students using the methodology developed by LearningRx, Inc. and delivered online; and (3) assessing the impact of these interventions through psychometric tests of change in attitudes and cognitive abilities of the participants, looking at improvements in performance on school-based standardized tests of mathematics, and science abilities, and monitoring cortical changes in students using fMRIs. The study builds on work conducted through NSF-0714874 (and NSF-0624615 through HBCU-UP in HRD,where the PIs worked with 400 middle and high school students in a pilot study that focused on cognitive factors in STEM functioning. Through this proposed project participating students will be provided 28 weeks of instruction in two-hour increments for a total of 56 hours in an after school setting. This study is the next step in an attempt to gather more evidence to determine if results from the pilot study are valid. It will assess the impact of these interventions at two critical developmental periods--the 6th and 9th grades. The target audience for this project is 240 underrepresented students (120 at each grade level). The project will be based on successful strategies such as dyadic peer relationships; age-appropriate programming languages such as Python, Scratch, and Small Basics; and emphasis on explanation and metacognition. It will link cognitive training, programming instruction, brain imaging, and socialization and will develop pedagogical modules to help build the capacity of underrepresented students (and teachers) in STEM coursework. It appears that the leadership, plan, experience, resources, and implementation strategies are all in place to successfully conduct this study.This research will strengthen the cognitive skills of underrepresented students and help them perform better in STEM courses and/or elect to choose careers in STEM areas. To that end, this project will likely advance knowledge in the field since few studies of this nature currently exist. The proposed model developed through this study could be widely adaptable and easily dissemination to schools and other institutions that support STEM education. To ensure that the research proceeds successfully, extensive recruiting of parents and students will be conducted. Further, incentives will be provided for both students and parents. An interdisciplinary approach will be used for this work that includes scientists, mathematicians, and other appropriate experts as collaborators or advisors from the departments of psychology, biology, engineering, and computer science from Virginia State University and the Department of Radiology at Virginia Commonwealth University as collaborators in this research. Key district leaders fully support this project. The project has a well-defined methodological approach and a strong evaluation plan. It meets the criteria for emerging research, which is by nature uncertain, so this high-risk/high-gain proposal could be transformative should the results identify cognitive skills required for underrepresented students to do well in STEM fields.

这项为期三年的研究将支持弗吉尼亚州立大学，弗吉尼亚州英联邦大学和中部弗吉尼亚州的两个当地学区之间的合作伙伴关系，以帮助改善代表性不足的学生的STEM教育。 主要目标是：（1）在视频游戏的背景下，使用编程语言和解决问题的技能间接发展学生的STEM高阶认知能力； （2）直接培训与STEM相关的基本认知技能（例如工作记忆，处理速度，注意力），以使用LearningRx，Inc。开发的方法并在线交付的方法来增强学生在学生中的潜在认知体系结构； （3）通过对参与者的态度和认知能力变化的心理测验来评估这些干预措施的影响，研究基于学校基于学校的标准化数学标准化测试以及科学能力的绩效以及使用FMRIS对学生进行皮质变化的改善。 该研究基于通过NSF-0714874（以及NSF-0624615到HBCU在HRD中进行的工作试图收集更多的证据以确定在两个关键的发展时期，这些干预措施是否有效解释和元认知。似乎已经制定了领导，计划，经验，资源和实施策略来成功地进行这项研究。这项研究将增强代表性不足的学生的认知能力，并帮助他们在STEM课程中表现更好和/或选择在STEM领域选择职业。 为此，由于目前很少有这种性质的研究，因此该项目可能会推进该领域的知识。 通过这项研究开发的拟议模型可以广泛适应，并容易向支持STEM教育的学校和其他机构传播。 为了确保研究成功进行，将进行大量招募父母和学生。 此外，将为学生和父母提供激励措施。这项工作将使用一种跨学科的方法，其中包括科学家，数学家和其他适当的专家，作为弗吉尼亚州立大学心理学，生物学，工程和计算机科学系的合作者或顾问，以及本研究的合作者弗吉尼亚州联邦大学的放射学系。 主要地区领导者完全支持该项目。该项目具有明确的方法论方法和强大的评估计划。它符合新兴研究的标准，这本质上是不确定的，因此，如果结果确定了代表性不足的学生在STEM领域中表现出色所需的认知技能，那么这项高风险/高增强建议可能是变革性的。