Collaborative Research: Evaluating the Uptake of Research-Brase Instructional Strategies in Undergraduate Chemistry, Mathematics, & Physics

合作研究：评估本科化学、数学、

• 批准号: 1726042
• 负责人: Melissa Dancy
• 金额: $ 14.24万
• 依托单位: University of Colorado at Boulder
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-01 至 2021-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1726042&HistoricalAwards=false
• 关键词: Collaborative; Research; Evaluating; Uptake; Brase

It is well documented that the use of Research-Based Instructional Strategies (RBIS) significantly improves learning and retention of students in undergraduate courses in science, technology, engineering, and mathematics (STEM). Yet, there are few large-scale efforts to document the use of RBIS and to explain why they are not more widely used by STEM faculty. This project aims to fill the knowledge gap by examining the use of RBIS and identifying factors that influence implementation of RBIS in undergraduate STEM education. During Phase I of the study, the project team will survey faculty who teach introductory STEM courses in mathematics (Calculus I & II), Chemistry (General Chemistry), and Physics (Introductory Quantitative Physics). The faculty will include people from four types of institutions (associate's colleges, baccalaureate colleges, master's colleges, and doctoral universities). During Phase II, a subset of survey respondents will be invited to participate in interviews that are designed to investigate important themes identified in the survey. The primary aims of the research project are to (1) build capacity to document changes in the implementation of RBIS; (2) estimate the importance of individuals, departments, institutions, and disciplines in shaping instructional decisions to implement RBIS; and (3) test a set of hypotheses on how and why instructors use RBIS. The national survey followed by in-depth interviews will establish baseline data for mathematics and chemistry faculty, and will provide an updated and extended snapshot following a 2008 survey of physics faculty. Based on the nested structure of the data, hierarchical linear modeling will be used to examine the quantitative survey data. Qualitative interview data will be analyzed to identify the individual factors, themes, or patterns of factors influencing the implementation of RBIS. The design is well-suited for explaining the quantitative significance (or non-significance) of the results and for providing a more nuanced, qualitative understanding of the implementation of RBIS and reasons for their use across STEM disciplines and types of institutions.

有据可查的是，使用基于研究的教学策略 (RBIS) 可以显着提高学生在科学、技术、工程和数学 (STEM) 本科课程中的学习和保留率。然而，很少有大规模的努力来记录 RBIS 的使用，并解释为什么它们没有被 STEM 教师更广泛地使用。该项目旨在通过检查 RBIS 的使用并确定影响本科 STEM 教育中实施 RBIS 的因素来填补知识空白。在研究的第一阶段，项目团队将对教授数学（微积分 I 和 II）、化学（普通化学）和物理（定量物理入门）入门 STEM 课程的教师进行调查。教师队伍将包括来自四类机构（副学院、学士学位学院、硕士学院和博士大学）的人员。在第二阶段，一部分调查受访者将被邀请参加旨在调查调查中确定的重要主题的访谈。该研究项目的主要目标是 (1) 建设记录 RBIS 实施变化的能力； (2) 估计个人、部门、机构和学科在制定实施 RBIS 的教学决策方面的重要性； (3) 测试一组关于教师如何以及为何使用 RBIS 的假设。随后进行的深入访谈将为数学和化学教师建立基线数据，并将在 2008 年物理教师调查之后提供更新和扩展的快照。基于数据的嵌套结构，将使用分层线性模型来检查定量调查数据。将分析定性访谈数据，以确定影响 RBIS 实施的个体因素、主题或因素模式。该设计非常适合解释结果的定量显着性（或非显着性），并提供对 RBIS 实施情况及其在 STEM 学科和机构类型中使用的原因的更细致的定性理解。