Collaborative Research: GARNET II: Self-regulated learning and the affective domain in physical geology

合作研究：GARNET II：自我调节学习和自然地质学中的情感领域

• 批准号: 1022917
• 负责人: David McConnell
• 金额: $ 25.25万
• 依托单位: North Carolina State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-10-01 至 2014-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1022917&HistoricalAwards=false
• 关键词: Collaborative; Research; GARNET; II; Self

This project is examining connections between the affective domain and the cognitive domain for thousands of students in introductory geoscience courses at 8-10 colleges and universities across the United States. These institutions include large research universities, comprehensive universities, small liberal arts colleges and two-year community colleges. GARNET - the Geoscience Affective Research NETwork - is promoting excellence in STEM teaching and learning by examining how students' learning is influenced by their "affective characteristics" (motivation, attitudes, values, beliefs, etc.) and by pedagogical strategies designed to help support student learning and interest in the content. GARNET is helping to fill a little studied, yet highly significant gap in our understanding of student learning of science, by asking "how do students' motivations and beliefs about their learning skills influence their understanding of course content?" This project is integrating research and education by providing fundamental data about the role of the affective domain in learning, while simultaneously helping students develop better learning skills. The project is building on the results of a previous collaborative GARNET project that tested two key hypotheses: (1) the affective domain has a major influence on student learning; and (2) different teaching methods significantly influence student affect and, consequently, learning. Results of that previous project revealed that learning beliefs, such as self-efficacy, were related to student performance but that the use of different instructional strategies had minimal impact on students' affective constructs. This project is moving the original GARNET focus away from what instructors do to improve learning, to study "what students do" to modify their own affect and improve their abilities to learn. The affective domain is linked to a four-stage self-regulated learning cycle that instructors are using to train students to monitor and regulate their affective constructs, and are measuring and evaluating the associated impact on student learning. On the basis of such findings, the project is developing affect-based pedagogical resources and strategies that will allow instructors to develop better introductory geoscience classes and improve student engagement, attitude, and ultimately, learning across a variety of STEM fields.

该项目正在研究情感领域与认知领域之间在美国8-10学院的入门地球科学课程中，成千上万的学生之间的联系。这些机构包括大型研究，综合大学，小型文科学院和两年的社区学院。 Garnet - 地球科学情感研究网络 - 通过研究学生的学习如何受其“情感特征”（动机，态度，价值观，信念等）以及旨在帮助学生学习和兴趣在内容中的学生学习和兴趣的教学策略来促进STEM教学和学习的卓越。 Garnet通过询问“学生对学习技能的动机和信念如何影响他们对课程内容的理解？”，Garnet正在帮助填补我们对学生学习科学学习的理解方面的一些研究？” 该项目通过提供有关情感领域在学习中的作用的基本数据来整合研究和教育，同时帮助学生发展更好的学习技能。该项目基于以前的协作石榴石项目的结果，该项目检验了两个关键的假设：（1）情感领域对学生学习有重大影响； （2）不同的教学方法显着影响学生的影响，因此学习。该先前项目的结果表明，学习信念（例如自我效能感）与学生的绩效有关，但使用不同的教学策略对学生的情感结构的影响很小。该项目正在将原始石榴石的重点从教师那里移开，以改善学习，以研究“学生所做的事情”以改变自己的影响并提高学习能力。情感领域与讲师用来培训学生监视和调节其情感结构的四阶段自我调节的学习周期有关，并正在衡量和评估相关的对学生学习的影响。根据此类发现，该项目正在开发基于情感的教学资源和策略，这将使讲师能够开发更好的入门地球科学课程，并改善学生的参与度，态度，并最终在各种STEM领域学习。