COLLABORATIVE RESEARCH: Learning Progressions on the Development of Principle-based Reasoning in Undergraduate Physiology (LeaP UP)

合作研究：本科生生理学中基于原理的推理发展的学习进展（LeaP UP）

基本信息

批准号：
1660643
负责人：
Kevin Haudek
金额：
$ 48.6万
依托单位：
Michigan State University
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-07-15 至 2022-06-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1660643&HistoricalAwards=false
关键词：
COLLABORATIVE RESEARCH Learning Progressions Development

项目摘要

The complex societal problems of increasing agricultural production to meet the needs of 9 billion people by 2050, and caring for an aging population with increasingly more complex neurological and cardiovascular health issues require future scientists, physicians, and allied health professionals to develop expertise in organismal physiology. In physiology, as in other disciplines, becoming an expert in a field requires the abilities to recognize, understand and effectively reason using the principles of the discipline. During their college careers, science students often rely on rote memorization rather than principle-based reasoning to solve problems, and this leads to context-bound thinking that fails to build robust understandings. Such students can, for example, list the steps involved in muscle contraction, but cannot predict what will happen when a mutation is introduced in a muscle protein. This project will develop a "learning progression" to document how college students can develop more and more sophisticated principle-based reasoning over time to understand the physiology of animals and plants in both introductory biology and anatomy and physiology courses. Based on this learning progression, the project team will also develop open-ended assessment questions that can be scored via computer. Collectively, these tools will have the potential to transform how college students learn physiology, and to significantly enhance the quality of their resulting understanding and ability to solve related problems. The project, entitled Learning Progressions on the Development of Principle-based Reasoning in Undergraduate Physiology (LeaP UP), is supported by the Education and Human Resources Core Research Program, which funds fundamental research in STEM learning and learning environments, broadening participation in STEM, and STEM workforce development.The LeaP UP project will develop a learning progression that describes how undergraduate students develop principle-based reasoning in the use of flux (flow down gradients) and mass balance (Conservation of Mass) in physiology. The learning progression will then guide the creation of constructed response assessments and associated computer scoring models that instructors can use to determine where their students are along the spectrum of understanding. The project team will capitalize on cutting edge advances in natural language processing and text analysis to create computer programs to accurately predict how experts would score students' responses to the conceptual constructed-response assessments. These automated scoring methods will rapidly score responses from large numbers of college students nationwide and allow the investigators to map national trends in students levels of understanding of students as they move through their undergraduate Biology and pre-Allied Health curricula at community colleges to large research universities. Thus, the tools developed will provide an organizing framework for the future redesign of undergraduate physiology curricula.

到 2050 年增加农业生产以满足 90 亿人的需求，以及照顾日益复杂的神经和心血管健康问题的老龄化人口等复杂的社会问题，需要未来的科学家、医生和专职医疗专业人员发展有机生理学方面的专业知识。在生理学中，与其他学科一样，成为某个领域的专家需要具备识别、理解和利用该学科原理进行有效推理的能力。在大学生涯中，理科学生经常依靠死记硬背而不是基于原则的推理来解决问题，这导致了受情境束缚的思维，无法建立牢固的理解。例如，这些学生可以列出肌肉收缩所涉及的步骤，但无法预测当肌肉蛋白中引入突变时会发生什么。该项目将开发一个“学习进程”，记录大学生如何随着时间的推移发展出越来越复杂的基于原理的推理，以在生物学入门课程以及解剖学和生理学课程中了解动植物的生理学。根据这一学习进度，项目团队还将开发可通过计算机评分的开放式评估问题。总的来说，这些工具将有可能改变大学生学习生理学的方式，并显着提高他们的理解质量和解决相关问题的能力。该项目名为“本科生生理学基于原理的推理发展的学习进展”(LeaP UP)，得到教育和人力资源核心研究计划的支持，该计划资助 STEM 学习和学习环境的基础研究，扩大对 STEM 的参与， LeaP UP 项目将开发一个学习进程，描述本科生如何在使用通量（向下流动梯度）和质量平衡（质量守恒）的过程中开发基于原理的推理。生理学。然后，学习进度将指导创建构建的反应评估和相关的计算机评分模型，教师可以使用这些模型来确定学生在理解范围内的位置。项目团队将利用自然语言处理和文本分析领域的前沿进展来创建计算机程序，以准确预测专家如何对学生对概念性构建反应评估的反应进行评分。这些自动评分方法将快速对全国大量大学生的反应进行评分，并允许调查人员绘制学生在从社区学院到大型研究型大学的本科生物学和联合健康预科课程的学习过程中学生理解水平的全国趋势。。因此，开发的工具将为未来本科生理学课程的重新设计提供组织框架。

项目成果

期刊论文数量（8）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Covariational reasoning and item context affect language in undergraduate mass balance written explanations

DOI：
10.1152/advan.00156.2022
发表时间：
2023-12-24
期刊：
ADVANCES IN PHYSIOLOGY EDUCATION
影响因子：
2.1
作者：
Shiroda，Megan;Doherty，Jennifer H.;Haudek，Kevin C.
通讯作者：
Haudek，Kevin C.

Ecological diversity methods improve quantitative examination of student language in short constructed responses in STEM

生态多样性方法改善了 STEM 中简短回答中学生语言的定量检查

DOI：
10.3389/feduc.2023.989836
发表时间：
2023
期刊：
Frontiers in Education
影响因子：
2.3
作者：
Shiroda, Megan;Fleming, Michael P.;Haudek, Kevin C.
通讯作者：
Haudek, Kevin C.

Comparison of Machine Learning Performance Using Analytic and Holistic Coding Approaches Across Constructed Response Assessments Aligned to a Science Learning Progression

使用分析和整体编码方法在与科学学习进展相一致的构建响应评估中比较机器学习性能

DOI：
10.1007/s10956-020-09858-0
发表时间：
2020
期刊：
Journal of Science Education and Technology
影响因子：
4.4
作者：
Jescovitch, Lauren N.;Scott, Emily E.;Cerchiara, Jack A.;Merrill, John;Urban-Lurain, Mark;Doherty, Jennifer H.;Haudek, Kevin C.
通讯作者：
Haudek, Kevin C.

Oaks to arteries: the Physiology Core Concept of flow down gradients supports transfer of student reasoning

从橡树到动脉：向下梯度流动的生理学核心概念支持学生推理的迁移

DOI：
10.1152/advan.00155.2022
发表时间：
2023
期刊：
Advances in Physiology Education
影响因子：
2.1
作者：
Doherty, Jennifer H.;Cerchiara, Jack A.;Scott, Emily E.;Jescovitch, Lauren N.;McFarland, Jenny L.;Haudek, Kevin C.;Wenderoth, Mary Pat
通讯作者：
Wenderoth, Mary Pat

A new assessment to monitor student performance in introductory neurophysiology: Electrochemical Gradients Assessment Device

监测学生神经生理学入门表现的新评估：电化学梯度评估装置

DOI：
10.1152/advan.00209.2018
发表时间：
2019
期刊：
Advances in Physiology Education
影响因子：
2.1
作者：
Cerchiara, Jack A.;Kim, Kerry J.;Meir, Eli;Wenderoth, Mary Pat;Doherty, Jennifer H.
通讯作者：
Doherty, Jennifer H.