Collaborative Research: Longitudinal Impact of Peer-Led Team Learning on Retention of Chemistry Concepts and Attitudes toward Chemistry

协作研究：同伴主导的团队学习对化学概念和化学态度保留的纵向影响

• 批准号: 1712164
• 负责人: Scott Lewis
• 金额: $ 16.93万
• 依托单位: University of South Florida
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-06-01 至 2023-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1712164&HistoricalAwards=false
• 关键词: Collaborative; Research; Longitudinal; Impact; Peer

Peer-Led Team Learning (PLTL) is a teaching method that relies on students who successfully completed a course (known as "peer leaders") to return to the course to lead new students in small group learning activities. A strength of this approach is that it can be used in large introductory college science, technology, engineering, and mathematics (STEM) courses. As a result, PLTL has been implemented at more than one hundred colleges and universities nationwide. Research studies have found that PLTL promotes student academic success more effectively than lecture-based teaching alone. However, most of this research has only examined PLTL's impacts within a single course. Thus, little is known about the impacts of PLTL on students' long-term retention of knowledge and skills. Therefore, this Improving Undergraduate STEM Education (IUSE: EHR) Exploration & Design project will fill an important research gap by investigating the extent to which PLTL supports long-term retention of chemistry knowledge and skills, in comparison to lecture-based instruction. Because learning is also affected by students' motivation and attitudes, the project will also measure these factors. The studies will be carried out at the University of South Florida (USF), the University of Central Florida (UCF), the University of New Hampshire (UNH), and the University of Southern Maine (USM). The results of these studies have the potential to inform college chemistry instructors regarding how to promote and evaluate long-term student retention of knowledge and skills.The project will investigate the longitudinal impact of PLTL on general chemistry knowledge retention using two concurrent approaches. In the first approach, the project team will assess students' knowledge in upper-level quantitative analysis courses as a function of whether or not they participated in PLTL in their general chemistry courses. Instructors at USF, UCF, UNH, and USM will collaborate with the research team to create assessment items for general chemistry concepts that are central to understanding quantitative analysis. In addition to more traditional exam questions, novel Creative Exercises (CEs) will be used. CEs consist of prompts that ask students to write as many related statements as they can that are distinct, correct, and relevant. This generative assessment approach is designed to reveal both correct and incorrect associations students construct with the prompts. A course-entry survey will identify students in the quantitative analysis courses who had been involved in PLTL as a student or peer leader in general chemistry, and determine the nature of their learning experiences in and out of the classroom. A second approach will be a longitudinal comparison study, for which students will be recruited at the end of their general chemistry course. Students will be asked to respond to assessments of their general chemistry knowledge and skills at the end of the course and twice more within the following two-year period. The combination of the quasi-experimental in-vivo approach and experimental in vitro approach will help balance the relative advantages and disadvantages of each research approach. In addition, other relevant student measures, including of motivation, metacognition, attitudes, and self-concept as chemistry learners, will be collected and analyzed. These data will be used to disaggregate or cluster sub-populations of students for statistical or descriptive comparisons. Results from the project are expected to provide insights regarding the long-term value of PLTL for students and peer leaders, create novel content knowledge assessments for general chemistry and analytical chemistry, and provide guidance to instructional designers regarding the aspects of PLTL that are most valuable for learning.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

同伴领导的团队学习（PLTL）是一种教学方法，它依靠成功完成课程（称为“同伴领导者”）的学生返回课程，以领导新生进行小组学习活动。这种方法的优势在于，它可以用于大型的大学科学，技术，工程和数学（STEM）课程中。结果，PLTL已在全国一百多所大学实施。 研究发现，与仅基于讲座的教学相比，PLTL比单独的教学更有效地促进学生的学术成就。但是，这项研究的大部分仅研究了PLTL在单个课程中的影响。因此，关于PLTL对学生长期保留知识和技能的影响知之甚少。因此，与基于讲座的教学相比，这种改善的本科STEM教育（IUSE：EHR）探索和设计项目将填补重要的研究差距。 由于学习也受到学生的动力和态度的影响，因此该项目还将衡量这些因素。 这些研究将在南佛罗里达大学（USF），中央佛罗里达大学（UCF），新罕布什尔大学（UNH）和南部缅因大学（USM）进行。这些研究的结果有可能向大学化学讲师提供有关如何促进和评估知识和技能的长期学生的长期保留。该项目将使用两种并发方法研究PLTL对一般化学知识保留的纵向影响。在第一种方法中，项目团队将评估学生在高级定量分析课程中的知识，以此来评估他们是否参加了PLTL的一般化学课程。 USF，UCF，UNH和USM的讲师将与研究团队合作，为一般化学概念创建评估项目，这些概念对于理解定量分析至关重要。除了更传统的考试问题外，还将使用新颖的创意练习（CES）。 CE由提示组成，这些提示要求学生写尽可能多的相关陈述，这些陈述与众不同，正确且相关。这种生成评估方法旨在揭示学生在提示中构建的正确和不正确的关联。参加课程的调查将在定量分析课程中识别学生在PLTL中以学生或同伴的一般化学领导者的参与，并确定其内外学习经验的性质。第二种方法将是一项纵向比较研究，在该研究结束时，将为学生招募学生。将要求学生在课程结束时对他们的一般化学知识和技能的评估做出回应，并在接下来的两年内进行两次。准实验体内方法和实验性体外方法的结合将有助于平衡每种研究方法的相对优势和缺点。此外，还将收集和分析其他相关的学生措施，包括动机，元认知，态度和自我概念的化学学习者。这些数据将用于分解学生的统计或描述性比较的学生子组合。预计该项目的结果将提供有关PLTL对学生和同伴领导者的长期价值的见解，为通用化学和分析化学创建新颖的内容知识评估，并向教学设计师提供有关PLTL方面的指导，这些方面对学习最有价值，这些奖项反映了NSF的法定任务，并通过评估范围来进行评估，并通过评估范围进行了评估。

项目成果

Analytical chemistry students’ explanatory statements in the context of their corresponding lecture

分析化学学生在相应讲座中的解释性陈述

• DOI: 10.1039/d0rp00063a
• 发表时间: 2020
• 期刊: Chemistry Education Research and Practice
• 影响因子: 3
• 作者: Wang, Ying;Lewis, Scott E.
• 通讯作者: Lewis, Scott E.

Evaluating Peer-Led Team Learning Integrated into Online Instruction in Promoting General Chemistry Student Success

评估将同伴主导的团队学习纳入在线教学以促进普通化学学生的成功

• DOI: 10.1021/acs.jchemed.1c01118
• 发表时间: 2022
• 期刊: Journal of Chemical Education
• 影响因子: 3
• 作者: Young, Jessica D.;Lewis, Scott E.
• 通讯作者: Lewis, Scott E.

When All You Have Is a Covalent Model of Bonding, Every Substance Is a Molecule: A Longitudinal Study of Student Enactment of Covalent and Ionic Bonding Models

当你拥有的只是共价键合模型时，每种物质都是分子：对学生实施共价键合和离子键合模型的纵向研究

• DOI: 10.1021/acs.jchemed.2c00188
• 发表时间: 2022
• 期刊: Journal of Chemical Education
• 影响因子: 3
• 作者: Bowe, Kathleen A.;Bauer, Christopher F.;Wang, Ying;Lewis, Scott E.
• 通讯作者: Lewis, Scott E.

An explanative basis for the differential performance of students with low math aptitude in general chemistry

普通化学数学能力低的学生表现差异的解释依据

• DOI: 10.1039/c9rp00068b
• 发表时间: 2019
• 期刊: Chemistry Education Research and Practice
• 影响因子: 3
• 作者: Ralph, Vanessa R.;Lewis, Scott E.
• 通讯作者: Lewis, Scott E.