MATH:EAGER:Collaborative Research: SMILES (Student-Made Interactive Learning with Educational Songs) for Introductory Statistics

数学：EAGER：协作研究：用于统计入门的 SMILES（学生用教育歌曲进行互动学习）

• 批准号: 1544237
• 负责人: Lawrence Lesser
• 金额: $ 8.94万
• 依托单位: University of Texas at El Paso
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-15 至 2020-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1544237&HistoricalAwards=false
• 关键词: MATH; EAGER; Collaborative; Research; SMILES; MATH; EAGER; Collaborative; Research; SMILES

In our increasingly data-centric world, statistical reasoning--in particular, reasoning about data in the context of uncertainty--has become central to the skills our nation needs for students to develop, especially for their future careers in the workforce. An undergraduate student's first formal experience with statistical reasoning frequently occurs in classrooms dominated by lectures rather than active learning experiences. In addition, the classroom instructors often are relatively untrained in statistics. This is especially true at two-year colleges where adjunct instructors can find it difficult to take part in professional development opportunities, often perceive reform-based pedagogies as taking 'extra work' when they already have an unreasonable workload, perceive new resources as being difficult to integrate into their current mode of instruction, and recognize the frequent severe 'statistics anxiety' in their students. SMILES (Student-Made Interactive Learning with Educational Songs) for Introductory Statistics--a collaborative project from Pennsylvania State University - University Park, the University of Texas at El Paso, and Georgia Perimeter College--will develop and field-test an innovation in online learning in introductory statistics, where students create a song by filling in key words associated with a learning objective. These interactive songs will challenge students to make conceptual connections and construct examples or context, thereby fostering statistical literacy and reasoning skills. Through a reduction in statistics anxiety (a key impediment to student success) and an accompanying enhancement of student learning, the potential impact is striking.The underlying goal of the project is to develop resources that require little instructor time or expertise, but have a high impact on developing statistical literacy and reasoning and on reducing statistics anxiety. In connection with this, interactive songs will provide a novel learning resource that holds great potential for teaching literacy and reasoning skills in statistics and other STEM disciplines. The web-based, machine-run, and auto-graded characteristic of this resource will provide easy access to students anywhere anytime, and will address instructor hesitations regarding in-class use. For instructors, interactive songs will be readily adoptable regardless of pedagogy (e.g., as easily incorporated in a flipped class as in an online class, or a lecture/lab course), and will provide a simple bridge to the statistics education reform movement for groups like two-year college adjunct faculty members who might remain otherwise disconnected. Most importantly, these professional-quality interactive songs will be designed to engage students, lessen anxiety, and foster active learning, thereby leading to improved statistical reasoning skills. To enhance their value, the interactive songs developed by the SMILES project will involve a unique artist/scientist collaborative to create original high-quality musical resources. To evaluate their efficacy and assess the value of interactive songs in enhancing student learning and reducing student anxiety, the project team will conduct a randomized controlled field test involving twenty (20) college level introductory statistics instructors for which fifteen (15) will be from two-year colleges. Response variables will include student answers to multiple-choice assessment items and levels of anxiety as measured by a pre-Statistics Anxiety Measure (SAM) and post-SAM measurement. Since students from the two-year colleges consist predominately of African American and Hispanic student populations, the research findings of the project will expand knowledge of best practices for addressing the national need to broaden participation in science, technology, engineering, and mathematics (STEM) discipline areas.

在我们越来越以数据为中心的世界中，统计推理（尤其是在不确定性背景下的数据推理）成为我们国家需要发展的技能的核心，尤其是对于他们在劳动力中的未来职业而言。 本科生在统计推理中的首次正式经验经常发生在教室中，而不是主动的学习经历。此外，课堂讲师通常在统计学中相对未经培训。 在为期两年的大学中尤其如此，辅助讲师很难参与专业发展机会，通常认为基于改革的教学法是“额外的工作”，因为他们已经有不合理的工作量，将新资源视为很难将新资源融入他们当前的教学模式，并认识到他们的学生中常见的“统计量较高的统计学焦虑”。 有关入门统计的微笑（学生制作的互动学习） - 宾夕法尼亚州立大学公园，大学公园，德克萨斯大学埃尔帕索大学和乔治亚州外围学院的合作项目 - 将会发展和实地测试在线学习中的创新在线学习中的入门统计信息，在其中填写与学习目标相关联的学生通过填写一首歌，从而创造出一首歌。这些互动歌曲将挑战学生建立概念联系并构建示例或上下文，从而促进统计素养和推理技能。 通过减轻统计焦虑（对学生成功的关键障碍）和伴随学生学习的增强，潜在的影响是引人注目的。与此相关的是，互动歌曲将提供一种新颖的学习资源，该资源在统计和其他STEM学科方面具有巨大的教学素养和推理技能的潜力。该资源的基于Web，机器运行和自动级别的特征将随时为学生提供便捷的访问，并将解决有关课堂使用的犹豫。对于讲师而言，无论教学法如何，互动歌曲都可以轻松采用（例如，像在线课程或讲座/实验室课程中一样容易地纳入翻转班级，并将为统计学教育改革运动提供一个简单的桥梁，以适用于诸如两年制大学兼职教职员工，他们可能会保持否定是否定的。最重要的是，这些专业质量的互动歌曲将旨在吸引学生，减轻焦虑和积极学习，从而提高统计推理技能。为了增强其价值，Smiles Project开发的互动歌曲将涉及独特的艺术家/科学家合作，以创建原始的高质量音乐资源。为了评估他们的功效并评估互动歌曲在增强学生学习和减少学生焦虑方面的价值，项目团队将进行随机对照的现场测试，涉及二十（20）个大学级别的统计学介绍性统计教练，其中15（15）将来自两年年级的大学。响应变量将包括学生对多项选择评估项目的答案以及通过统计前焦虑措施（SAM）和SAM后测量结果衡量的焦虑水平。由于来自两年学院的学生主要由非裔美国人和西班牙裔学生群体组成，因此该项目的研究结果将扩大了解最佳实践的知识，以满足国家对扩大科学，技术，工程和数学（STEM）纪律领域的参与的需求。