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.

学术上的成功取决于学生理解文本的能力。在本科科学课程中可以挑战这种理解，因为文本通常描述了复杂，动态和看不见的事物。有效文本理解的一个关键因素是能够监视和规范自己的学习的能力。不幸的是，学生通常是他们学习的法官不准确，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画，这是一种从科学文本中增强自我调节学习的承诺策略。尽管创建图纸可以在某些条件下增强学习，但对绘图过程的不同组成部分的不同知之甚少。这些组件包括制作图纸，将图纸与反馈进行比较，并根据反馈来修改自己的图纸。该协作项目将进行第一组实验，旨在识别多个科学学科的学习者生成图纸的关键要素。通过确定哪些绘图的组成部分具有很大的好处，这项研究可以帮助教师更有效地实施基于绘画的学习活动，并为科学课程中最处于斗争的学生提供支持。该项目将研究如何通过绘画学习有助于理解，监测准确性和自我调节。在一系列实验室实验中，该项目将系统地隔离三种绘图核心机制的认知和元认知益处：生成，比较和修订。该项目将检验以下假设：最能支持理解的学习条件可能与最能支持元理解的条件不同，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画生成的最佳水平：完全学习者生成的，部分学习者生成的，讲师提供的或教师生成的。第二个目标将研究以指导者提供的图纸的形式积极地比较自己的完全或部分完成的图纸与反馈的贡献。第三个目标将确定基于提供的反馈在图纸中修改学习者生成或讲师提供的错误的作用。最终目标将结合最佳的生成，比较和修订条件，并研究学生随后的审查行为和学习成果。总体而言，了解通过绘画支持学习的机制将有助于现有的自我调节学习模型，并为未来的研究提供了路线图，以确切地调查这些机制如何工作，包括何时工作和为谁工作。这项奖项反映了NSF的法定任务，并认为通过基金会的知识分子和更广泛的影响来评估NSF的法定任务，并被认为是值得的。