Collaborative Research: Exploring the Comprehension and Meta-comprehension Benefits of Learner-Generated Drawings in Science

协作研究：探索学习者生成的科学绘图的理解和元理解的好处

• 批准号: 2307285
• 负责人: Allison Jaeger
• 金额: $ 40.76万
• 依托单位: Mississippi State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-10-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2307285&HistoricalAwards=false
• 关键词: Collaborative; Research; Exploring; Comprehension; Meta

Academic success depends on students’ ability to comprehend text. Such comprehension can be challenging in undergraduate science courses because the text often describes things that are complex, dynamic, and invisible. One critical factor in effective text comprehension is the ability to monitor and regulate one’s own learning. Unfortunately, students are often inaccurate judges of their learning, leading them to make ineffective study choices and to achieve limited learning outcomes. This project will explore learner-generated drawing, a promising strategy for enhancing self-regulated learning from science text. Although creating drawings can enhance learning under some conditions, little is known about how different components of the drawing process contribute to comprehension and self-regulation. These components include making the drawing, comparing one’s drawing to feedback, and revising one’s drawing in response to the feedback. This collaborative project will conduct the first set of experiments designed to identify critical elements of learner-generated drawings across multiple scientific disciplines. By identifying which components of drawing have the strongest benefits, this research can help instructors more effectively implement drawing-based learning activities and support students who are most at-risk of struggling in science courses. This project will investigate how learning by drawing contributes to comprehension, monitoring accuracy, and self-regulation. In a series of laboratory experiments, this project will systematically isolate the cognitive and metacognitive benefits of three core mechanisms of drawing: generation, comparison, and revision. The project will test the hypothesis that the learning conditions that best support comprehension may differ from the conditions that best support meta-comprehension, depending on the diagnostic cues available during learning. One project aim is to determine the optimal level of drawing generation: fully-learner-generated, partially-learner-generated, instructor-provided, or instructor-generated. The second aim will study the contribution of actively comparing one’s fully or partially completed drawings to feedback in the form of instructor-provided drawings. The third aim will identify the role of revising learner-generated or instructor-provided errors in drawings based on provided feedback. The final aim will combine optimal generation, comparison, and revision conditions, and study students’ subsequent restudy behavior and learning outcomes. Overall, understanding the mechanisms that support learning by drawing will contribute to existing models of self-regulated learning and provide a roadmap for future research investigating precisely how these mechanisms work, including when they work and for whom.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.

学业成功取决于学生理解文本的能力，这种理解在本科科学课程中可能具有挑战性，因为文本通常描述复杂、动态和无形的事物，有效理解文本的一个关键因素是监控和调节自己的能力。不幸的是，学生常常对自己的学习做出不准确的判断，导致他们做出无效的学习选择并取得有限的学习成果。该项目将探索学习者生成的绘图，这是一种增强科学文本自我调节学习的有前途的策略。尽管在某些情况下创建绘图可以增强学习效果，但很少了解绘图过程的不同组成部分如何有助于理解和自我调节，这些组成部分包括制作绘图、将绘图与反馈进行比较以及根据反馈修改绘图。旨在识别跨多个科学学科的学习者生成的绘图的关键元素的实验通过确定绘图的哪些组成部分具有最强的益处，这项研究可以帮助教师更有效地实施基于绘图的学习活动，并为最有风险的学生提供支持。这个项目在科学课程中苦苦挣扎。将研究如何通过贡献绘图来促进理解、监控准确性和自我调节。在一系列实验室实验中，该项目肯定会分离绘图的三个核心机制：生成、比较和修改项目的认知和元认知益处。将测试以下假设：最支持理解的学习条件可能不同于最支持元理解的条件，具体取决于学习过程中可用的诊断线索，一个项目的目标是确定绘图生成的最佳水平：完全学习者 -生成,部分学习者生成、教师提供或教师生成的第二个目标将研究积极比较完全或部分完成的绘图与教师提供的绘图形式的反馈的贡献。根据提供的反馈修改学习者生成的或教师提供的绘图错误，最终目标将结合最佳生成、比较和修改条件，并研究学生随后的重新学习行为和学习成果。绘画将为现有的自我调节学习模型做出贡献，并为未来的研究提供路线图，精确调查这些机制如何发挥作用，包括它们何时发挥作用以及为谁发挥作用。该奖项是 NSF 的法定使命，并通过使用基金会的智力评估进行评估，被认为值得支持优点和更广泛的影响审查标准。