Integrating Self-Regulated Learning Into STEM Courses: Maximizing Learning Outcomes With The Success Through Self-Regulated Learning Framework

将自我调节学习融入 STEM 课程：通过自我调节学习框架取得成功，最大化学习成果

• 批准号: 2337176
• 负责人: Rayne Sperling
• 金额: $ 65.76万
• 依托单位: Pennsylvania State Univ University Park
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-02-15 至 2027-01-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2337176&HistoricalAwards=false
• 关键词: Integrating; Self; Regulated; Learning; Into

This IUSE Level 2 Engaged Student Learning project aims to serve the national interest by engaging more people with diverse backgrounds in science, technology, engineering, and mathematics (STEM) fields. The project aims to improve postsecondary students' academic success and retention within STEM disciplines using the Success through Self-Regulated Learning (StSRL) framework. In self-regulated learning, students manage their behavior before, during, and after a learning task to allow them to master the task or concept at hand. Theoretically and empirically grounded, the StSRL framework will target five related components of self-regulated learning: strategy use, metacognition, motivation, management, and content practice. The framework will provide a platform for instructors to generate dynamic, bidirectional prompts that students respond to through an app or a course learning management system (LMS), thereby embedding effective self-regulated learning practices within scientific course contexts. Prompts will vary by format (e.g., multiple choice, open-ended response, slider), as well as by intended learning function (i.e., metacognition, strategy, motivation, content, management). Preliminary data suggest the StSRL framework holds promise to increase students’ learning and retention in STEM pipelines. This project plans to first focus on students enrolled in biology courses and then will scale to additional STEM contexts. Data collected from this project will allow the project team to study how to maximize the intervention and will inform faculty professional development to support students’ self-regulated learning. The project team plans to test the efficacy of the Success through Self-Regulated Learning (StSRL) framework and systematic interventions designed to increase successful learning outcomes, student achievement, and retention in post-secondary STEM coursework. This project intends to address four overarching objectives: 1) Further test the impact of instructor and student use of the StSRL framework on SRL, self-efficacy, and achievement outcomes, 2) Examine how differences in instructors’ use of the framework inform intervention success, 3) Test StSRL generalizability and scale up across STEM domains and learning contexts, and 4) Iteratively design and provide faculty professional development for SRL STEM interventions. Quantitative methods will be employed to study whether such objectives have been met. This project plans to measure the impact of the framework and interventions on student achievement and retention in STEM through rich data sources. Project data will include students’ demographics, course performance, and StSRL prompt performance, as well as SRL outcomes, such as metacognition, motivational variables, and learning strategy use. In addition, data analytics from the bidirectional, real-time interventions will contribute to understanding the implementation of large-scale, technology-supported interventions. Rigorous study of instructors’ use of the framework will inform and improve faculty professional development to serve as a model for scaling interventions. An interdisciplinary team of learning researchers and science faculty will offer a combination of education theory expertise with discipline-based education research knowledge to contribute broadly to scholarly communities. This project hopes to not only directly impact students’ self-regulated learning, learning outcomes, and retention, but also provide a roadmap for deep collaborations among learning experts and science-content experts to drive advancement of evidence-based pedagogies in STEM contexts. Results from previous work in biology and physics settings will be scaled to include other disciplines and, importantly, other populations, including learners enrolled in regional colleges, adult STEM learners in online settings, and underrepresented minority students participating in summer bridge programs. The NSF IUSE: EDU Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the 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.

IUSE 2 级学生参与学习项目旨在通过吸引更多具有不同背景的科学、技术、工程和数学 (STEM) 领域的人来服务国家利益。该项目旨在提高高等教育学生的学业成功率和在 STEM 学科中的保留率。使用“通过自我调节学习取得成功”（StSRL）框架在自我调节学习中，学生在学习任务之前、期间和之后管理自己的行为，使他们能够在理论上和经验上掌握手头的任务或概念。 StSRL 框架将针对自我调节学习的五个相关组成部分：策略使用、元认知、动机、管理和内容实践。该框架将为教师提供一个平台，以生成动态的双向提示，学生可以通过应用程序或应用程序进行响应。课程学习管理系统（LMS），从而将有效的自我调节学习实践嵌入科学课程环境中。提示将根据格式（例如多项选择、开放式回答、滑块）以及预期的学习功能而有所不同。 （即元认知、策略、动机、内容、管理），初步数据表明 StSRL 框架有望提高学生在 STEM 渠道中的学习和保留率。从该项目收集的数据将使项目团队能够研究如何最大限度地进行干预，并为教师的专业发展提供信息，以支持学生的自我调节学习。规范学习(StSRL) 框架和系统干预措施旨在提高中学后 STEM 课程的成功学习成果、学生成绩和保留率。该项目旨在实现四个总体目标：1) 进一步测试教师和学生使用 StSRL 框架的影响。关于 SRL、自我效能和成就成果，2) 检查教师使用框架的差异如何影响干预的成功，3) 测试 StSRL 的普遍性并在 STEM 领域和学习环境中扩展，以及4) 迭代设计并为 SRL STEM 干预措施提供教师专业发展 该项目计划通过丰富的数据来衡量框架和干预措施对学生 STEM 成绩和保留率的影响。项目数据将包括学生的人口统计、课程表现和 StSRL 即时表现，以及元认知、动机变量和学习策略使用等 SRL 结果。贡献了解大规模、技术支持的干预措施的实施 对教师使用该框架的严格研究将为教师的专业发展提供信息，并作为扩展干预措施的模型。该项目将教育理论专业知识与基于学科的教育研究知识相结合，为学术界做出广泛贡献，希望不仅能直接影响学生的自我调节学习、学习成果和保留率，而且为学生之间的深度合作提供路线图。学习专家和科学内容专家推动进步之前在生物学和物理环境中的循证教学法的研究结果将扩大到包括其他学科，更重要的是，包括其他人群，包括在地区学院就读的学习者、在线环境中的成人 STEM 学习者以及代表性不足的少数族裔学生。 NSF IUSE：EDU 计划支持研究和开发项目，以提高所有学生 STEM 教育的有效性，通过参与式学生学习轨道，支持创建、探索和实施有前途的实践和方法。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。