Exploring How Geoscience Inquiry Labs Influence Graduate Student Teaching Beliefs and Undergraduate Student Learning and Interest

探索地球科学探究实验室如何影响研究生教学信念和本科生学习和兴趣

• 批准号: 1933488
• 负责人: Susan Riggins
• 金额: $ 22.26万
• 依托单位: Chico State Enterprises
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1933488&HistoricalAwards=false
• 关键词: Exploring; How; Geoscience; Inquiry; Labs

With support from the NSF Improving Undergraduate STEM Education Program: Education and Human Resources (IUSE: EHR), this project aims to serve the national interest by improving the undergraduate geoscience curriculum and producing future faculty who are more effective educators. Inquiry-based teaching is an effective way to model the scientific process. However, published geoscience lab manuals often contain few inquiry-based exercises. Such lab manuals suggest that learning occurs by following an instructor's directions. Faculty who believe that following directions is a good pathway to learning are less likely to adopt techniques, such as inquiry, that research has demonstrated to better support student learning. Since teaching assistants are still developing their teaching beliefs, we hypothesize that teaching assistants who have more experience teaching inquiry-based labs will develop more student-centered beliefs, enhancing their effectiveness as future faculty. This project will create a suite of inquiry labs for introductory geoscience courses and study their effect on teaching assistant beliefs at five institutions over two years. This research will determine the relative effects of inquiry experiences, teaching assistant's teaching beliefs, and undergraduate student interest on student learning outcomes of approximately 1500 undergraduate students. This project's significance lies in its work to provide more effective instructional materials for geoscience students and its potential to reveal a new pathway for transforming STEM education.This project will apply the Interconnected Model of Teacher Professional Growth (Clarke & Hollingsworth, 2002) to test the hypothesis that involving teaching assistants in teaching inquiry labs will increase their student-centered teaching beliefs, as measured by the Teacher Beliefs Interview (Luft & Roehrig, 2007). Hierarchical linear modeling will explore the proportion of influence that teaching assistant beliefs, the inquiry level of the lab, and student interest have on conceptual, geoscientific learning. Labs developed by the project will be made available using the Teach the Earth website. As a result, the project has the potential to increase adoption of inquiry-based geoscience labs across the nation. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Institutional and Community Transformation track, the program supports efforts to transform and improve STEM education across institutions of higher education and disciplinary communities.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.

在NSF改善本科STEM教育计划的支持下：教育和人力资源（IUSE：EHR），该项目旨在通过改善本科生地球科学课程并创造更有效的教育者的未来教师来为国家利益服务。基于查询的教学是对科学过程进行建模的有效方法。 但是，已发布的地球科学实验室手册通常包含一些基于查询的练习。这样的实验室手册表明，通过遵循讲师的指示进行学习。认为遵循方向是学习的良好途径的教师不太可能采用询问等技术，该研究证明了可以更好地支持学生学习的研究。由于教学助理仍在发展他们的教学信念，因此我们假设拥有更多经验的教学基于询问的实验室的教学助理将发展更多以学生为中心的信念，从而提高他们作为未来教师的有效性。该项目将为入门地球科学课程创建一套询问实验室，并在两年内研究其对五个机构的助教信念的影响。这项研究将确定探究经验，教学助理教学信念的相对影响以及学生对大约1500名本科生的学生学习成果的兴趣。该项目的意义在于其为地球科学学生提供更有效的教学材料的工作，并有可能揭示转化STEM教育的新途径。该项目将采用教师专业成长的相互联系模型（Clarke＆Hollingsworth，2002）来测试假设通过教师信仰访谈来衡量，让教学助手参与教学询问实验室将增加他们以学生为中心的教学信念（Luft＆Roehrig，2007年）。层次线性建模将探讨助教信念，实验室的询问水平和学生对概念，地球学习学习的影响的比例。该项目开发的实验室将使用Teach the Earth网站提供。 结果，该项目有可能增加全国基于调查的地球科学实验室的采用。 NSF IUSE：EHR计划支持研发项目，以提高所有学生STEM教育的有效性。通过机构和社区转型的轨道，该计划支持努力在高等教育和纪律社区的机构之间进行改造和改善STEM教育。该奖项反映了NSF的法定使命，并被认为是值得通过基金会的知识分子和更广泛的影响来评估的，并被认为是值得的支持。审查标准。