Collaborative Research: Interactive Online Support for Open-Ended Problem Solving Spanning Science Practices and Domain Topics

协作研究：跨科学实践和领域主题的开放式问题解决的交互式在线支持

• 批准号: 1726699
• 负责人: Thomas Holme
• 金额: $ 9.83万
• 依托单位: Iowa State University
• 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 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1726699&HistoricalAwards=false
• 关键词: Collaborative; Research; Interactive; Online; Support

Online homework is widely used in introductory science, technology, engineering and mathematics (STEM) courses at the college level with the goal of contributing to student learning and success. Online homework systems encourage students to study regularly throughout the semester and support student problem-solving practice with minimal demands on instructors. However, current online homework systems typically provide feedback only on the final answers to multistep problems attempted by students. This Improving Undergraduate STEM Education (IUSE:EHR) Development & Implementation project will develop an improved system for online homework that will follow students as they engage in free-form, multistep problem solving, and provide hints and feedback as needed throughout the process. In addition, the interface will facilitate student practice with constructing scientific arguments that involve supporting claims with evidence. The online tools will be implemented, tested, and revised in general chemistry courses at multiple institutions, including Carnegie-Mellon University, Iowa State University, and Des Moines Area Community College. Thus, the high-quality online resources produced are expected to help students develop the problem-solving expertise that is needed for success in chemistry and other STEM fields.The project will be structured as design research around the conjecture that robust learning can be promoted through online homework that: (i) supports free-form, multistep problem solving; (ii) engages students in a range of science practices; and (iii) provides practice in integrating concepts from across the domain. The work will build on the success of the Cognitive Tutor Authoring Tools through two main extensions. The first is a drag-and-drop expression builder that will allow students to construct problem solving steps and scientific arguments with a degree of flexibility that approaches that of paper-and-pencil problem solving, while allowing the computing system to monitor and scaffold the work through hints and feedback. The second is a domain browser from which students will drag and drop items for their expressions. This will allow the computing system to monitor and scaffold students as they develop strategies to solve a given problem. Thus, it is expected that this project will extend the range of problem solving activities that can be supported online in ways that research suggests will improve student learning. Scaffolding more open-ended, multistep problems will provide students practice with developing problem-solving strategies. Spanning a larger range of science practices will help students learn domain content while engaging in practices that better reflect those of chemists. Iterations in the design of the system will be informed by: comparison of student problem solving within the system to that of paper-and-pencil; examination of detailed log files on student use for appropriateness of the hints and feedback provided by the system; and evaluation of the degree to which the system can support problems that span science practices and include topics from across the domain. Analysis of log files gathered from the system will allow for design iterations that improve the activities, as well as provide fundamental insights into how students solve problems. The final year of the project will include a summative evaluation with diverse student populations. Both the online tools and the results of the evaluations will be broadly disseminated.

在线作业广泛用于大学级别的入门科学，技术，工程和数学（STEM）课程，目的是为学生的学习和成功做出贡献。在线家庭作业系统鼓励学生在整个学期定期学习，并支持学生解决问题的实践，对讲师的要求最小。但是，当前的在线家庭作业系统通常仅提供有关学生尝试的多步问题的最终答案的反馈。这项改善的本科STEM教育（IUSE：EHR）开发和实施项目将开发改进的在线作业系统，以跟随学生进行自由形式，多步问题解决问题，并在整个过程中根据需要提供提示和反馈。此外，该界面将促进学生实践的构建科学论点，涉及支持有证据的主张。在线工具将在包括卡内基 - 梅隆大学，爱荷华州立大学和得梅因地区社区学院在内的多个机构中实施，测试和修订。因此，预计所产生的高质量在线资源将帮助学生发展解决问题的专业知识，这是在化学和其他STEM领域成功所需的。该项目将作为围绕猜想的设计研究进行构建，即可以通过在线家庭作业促进强大的学习来促进：（i）支持自由形式的，多种多样的，多台式问题解决； （ii）让学生参与一系列科学实践； （iii）提供了整合整个领域概念的实践。这项工作将基于认知导师创作工具的成功，通过两个主要扩展。第一个是拖放表达式建设者，它将允许学生以一定程度的灵活性来构建解决问题的步骤和科学论证，以接近纸笔问题解决方案，同时允许计算系统通过提示和反馈来监视和踩踏工作。第二个是域浏览器，学生将拖放物品以表达自己的表达方式。这将允许计算系统在制定解决给定问题的策略时监视和脚手架学生。因此，预计该项目将扩大可以在线支持的解决问题活动的范围，以研究表明可以改善学生学习的方式。脚手架更开放的多步骤问题将为学生提供解决问题的策略。跨越更大的科学实践将帮助学生学习域内容，同时从事更好地反映化学家的实践。系统设计中的迭代将通过以下方式告知：对系统中的学生问题解决与纸笔的比较；检查有关学生使用的详细日志文件，以适当系统提供的提示和反馈；并评估系统可以支持跨越科学实践并包含来自整个领域的主题的问题的程度。对从系统收集的日志文件进行分析将允许设计改善活动的设计迭代，并提供有关学生如何解决问题的基本见解。该项目的最后一年将包括与多样化的学生群体的总结性评估。在线工具和评估结果都将被广泛传播。

项目成果

The Open-Response Chemistry Cognitive Assistance Tutor System: Development and Implementation

开放式化学认知辅助导师系统：开发与实施

• DOI: 10.1021/acs.jchemed.1c00947
• 发表时间: 2022
• 期刊: Journal of Chemical Education
• 影响因子: 3
• 作者: King, Emily C.;Benson, Max;Raysor, Sandra;Holme, Thomas A.;Sewall, Jonathan;Koedinger, Kenneth R.;Aleven, Vincent;Yaron, David J.
• 通讯作者: Yaron, David J.