An Investigation of Synergistic Effects of Discipline-based Growth Mindset and Effective Learning Strategies Interventions in Gateway Chemistry Courses

基于学科的成长心态与有效学习策略干预在入门化学课程中的协同效应研究

• 批准号: 2235477
• 负责人: Julia Chan
• 金额: $ 13.4万
• 依托单位: CSU Fullerton Auxiliary Services Corporation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-07-01 至 2026-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2235477&HistoricalAwards=false
• 关键词: Investigation; Synergistic; Effects; Discipline; based

This project aims to serve the national interest by improving undergraduate students’ mindset beliefs, learning strategies, and persistence in gateway chemistry courses. Students’ early success and skills learned in science gateway courses are integral to their success in completing science degrees. Research has reported that implementing the Growth Mindset (GM) or Effective Learning Strategies (ELS) interventions can improve student learning in Science, Technology, Engineering, and Mathematics (STEM) courses. However, very few have studied the combination of these two related interventions. This Level 1 Engaged Student Learning project will investigate the synergistic effects of two chemistry-based online modules (GM and ELS) implemented with students in introductory and general chemistry courses at two Hispanic Serving Institutions. The coupling of GM and ELS modules will explicitly teach students how to respond to challenges in specific contexts of the chemistry courses and adopt effective learning strategies necessary for improving their learning skills and academic success. The project is expected to produce online materials, including interactive videos and reflective writing activities, to teach GM and ELS in chemistry courses and advance understanding of coupling GM and ELS modules broadly in STEM curricula. The long term goals of the project include impacting students’ mindset and learning skills, improving student success and retention in gateway chemistry courses, and improving diversity in STEM fields.The goals of the project are to develop two chemistry-based GM and ELS modules for the introductory and general chemistry courses in two institutions, and to examine their effectiveness using a randomized controlled trial (RCT). Student participants will be randomly assigned to one of four study conditions: control, use of GM only (with control), use of ELS only (with control), and use of both modules. The effectiveness of these interventions will be evaluated by measuring: i) changes in students’ mindset beliefs, ii) changes in using effective learning strategies, iii) comparing exam performance between the study conditions in the courses, and iv) differential impact for underrepresented minority students (URM) in the introductory and general chemistry courses across the two institutions. The long-term impact of the project will be examined by comparing completion rates in subsequent chemistry courses. Additionally, focus group interviews will be conducted to explore and explain the synergistic effects of the two modules. The project team will disseminate findings by creating a website with training and tutorial materials for potential adopters of the GM and ELS modules, training instructors in the host institutions, organizing workshops at regional and national conferences, and through conference presentations and publications in chemistry/science education journals. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through its Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.

该项目旨在通过改善本科生的心态信念，学习策略和在门户化学课程中的持久性来服务国家利益。学生的早期成功和在科学网关课程中学到的技能是他们在填写科学学位方面取得成功的重要组成部分。研究报告说，实施增长心态（GM）或有效学习策略（ELS）干预措施可以改善科学，技术，工程和数学（STEM）课程中的学生学习。但是，很少有人研究了这两种相关干预措施的组合。该级别1的学生学习项目将调查两个基于化学的在线模块（GM和ELS）在两个西班牙裔服务机构的介绍和一般化学课程中实施的两个基于化学的在线模块（GM和ELS）。通用汽车和ELS模块的耦合将明确教学学生如何在化学课程的特定情况下应对挑战，并采用提高其学习能力和学术成就所需的有效学习策略。预计该项目将制作在线材料，包括互动视频和反思性写作活动，以在化学课程中教通用汽车和ELS，并提高对STEM课程中广泛的GM和ELS模块的了解。该项目的长期目标包括影响学生的思维方式和学习能力，提高学生在门户化学课程中的成功和保留率，并提高STEM领域的多样性。该项目的目标是为两个机构中的引言和一般化学课程开发两个基于化学的GM和ELS模块，并使用其有效性使用其有效性，并使用一项随机控制的对照试验（RCT）。学生参与者将被随机分配到四个研究条件之一：对照，仅使用GM（控制），仅使用EL（控制）以及两个模块的使用。这些干预措施的有效性将通过衡量来评估：i）学生的心态信念的变化，ii）使用有效学习策略的变化，iii）在课程中的研究条件和iv的研究条件之间比较考试的表现，而iv）在两种机构的简介和一般化学课程中对代表性不足的少数族裔学生（URM）进行了不同的影响。该项目的长期影响将通过比较随后的化学课程中的完成率来检查。此外，将进行焦点小组访谈，以探索和解释两个模块的协同作用。项目团队将通过为通用汽车和ELS模块的潜在采用者，主持人机构的培训讲师，在区域和国家会议上组织研讨会，以及化学/科学教育期刊的会议演讲和出版物，通过培训和ELS模块的潜在采用者进行培训和教程材料来传播发现。 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。通过其参与的学生学习轨道，该计划支持了承诺实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的影响评估的评估来支持的。