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

合作研究：评估本科生化学、数学、基于研究的教学策略的采用情况

• 批准号: 2028134
• 负责人: Marilyne Stains
• 金额: $ 3.87万
• 依托单位: University of Virginia Main Campus
• 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: 2019-09-20 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2028134&HistoricalAwards=false
• 关键词: Collaborative; Research; Evaluating; Uptake; Based

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.

有充分的文献证明，基于研究的教学策略（RBI）可以显着改善科学，技术，工程和数学学院本科课程的学习和保留。然而，很少有大规模的努力用于记录RBI的使用，并解释为什么STEM教师并没有更广泛地使用它们。该项目旨在通过检查RBI的使用以及确定影响RBI在本科STEM教育中实施的因素来填补知识差距。在研究的第一阶段，项目团队将调查教授数学入门STEM课程（微积分I和II），化学（通用化学）和物理学（入门定量物理学）。该教师将包括来自四种类型机构的人（学院，学士学位学院，硕士大学和博士大学）。在第二阶段期间，将邀请一部分受访者参与旨在调查调查中确定的重要主题的访谈。研究项目的主要目的是（1）建立记录RBI实施变化的能力； （2）估计个人，部门，机构和学科在塑造实施RBI的教学决定中的重要性； （3）检验一组关于讲师如何以及为什么使用RBI的假设。全国调查随后进行了深入的访谈将建立数学和化学教师的基线数据，并在2008年对物理学的调查后提供更新和扩展的快照。基于数据的嵌套结构，层次线性建模将用于检查定量调查数据。定性访谈数据将进行分析，以确定影响RBI实施的因素，主题或模式。该设计非常适合解释结果的定量意义（或不重要），并提供了对实施RBI的实施以及它们在STEM学科和机构中使用的原因的更细微，定性的理解。