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Creators/Authors contains: "Chastain, Raymond J."

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  1. ; ; ; ; ; ; ; ; ; ; et al ( , International Journal of STEM Education)
    Abstract Background

    Undergraduate STEM instructors want to help students learn and retain knowledge for their future courses and careers. One promising evidence-based technique that is thought to increase long-term memory is spaced retrieval practice, or repeated testing over time. The beneficial effect of spacing has repeatedly been demonstrated in the laboratory as well as in undergraduate mathematics courses, but its generalizability across diverse STEM courses is unknown. We investigated the effect of spaced retrieval practice in nine introductory STEM courses. Retrieval practice opportunities were embedded in bi-weekly quizzes, either massed on a single quiz or spaced over multiple quizzes. Student performance on practice opportunities and a criterial test at the end of each course were examined as a function of massed or spaced practice. We also conducted a single-paper meta-analysis on criterial test scores to assess the generalizability of the effectiveness of spaced retrieval practice across introductory STEM courses.

     Results

    Significant positive effects of spacing on the criterial test were found in only two courses (Calculus I for Engineers and Chemistry for Health Professionals), although small positive effect sizes were observed in two other courses (General Chemistry and Diversity of Life). Meta-analyses revealed a significant spacing effect when all courses were included, but not when calculus was excluded. The generalizability of the spacing effect across STEM courses therefore remains unclear.

     Conclusions

    Although we could not clearly determine the generalizability of the benefits of spacing in STEM courses, our findings indicate that spaced retrieval practice could be a low-cost method of improving student performance in at least some STEM courses. More work is needed to determine when, how, and for whom spaced retrieval practice is most beneficial. The effect of spacing in classroom settings may depend on some design features such as the nature of retrieval practice activities (multiple-choice versus short answer) and/or feedback settings, as well as student actions (e.g., whether they look at feedback or study outside of practice opportunities). The evidence is promising, and further pragmatic research is encouraged.

     
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  2. ; ; ; ; ; ( , IEEE)
    Full Text Available 
  3. ; ; ; ; ; ; ( , International Society of the Learning Sciences)
    This study tested whether exploring with simulations before instruction offers the conceptual benefits of “productive failure,” compared to a more traditional lecture-then-practice method. Undergraduate students (N=218) in introductory chemistry courses completed an activity using an online simulation about atomic structure. Students either completed the simulation activity before (explore-first condition) or after (instruct-first condition) a lecture on the topic. Students in both conditions scored equally on an assessment of basic facts taught in the instruction. However, students in the explore-first condition scored significantly higher on assessments of conceptual understanding and transfer to a new concept, compared to students in the instruct-first condition. Students in the explore-first condition also reported experiencing greater competence and curiosity during the learning activities. A guided simulation activity prior to instruction can have both motivational benefits and deepen students’ understanding. 
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    Accepted Manuscript Full Text Available
  4. ; ; ( , American Society for Engineering Education)
    This work in progress paper discusses preliminary research testing the causal effectiveness of exploratory learning in undergraduate STEM courses. Exploratory learning is an active-learning technique that has been shown to improve students’ conceptual understanding, and is therefore well suited for STEM education. This method reverses the order of traditional lecture-then practice methods, by having students explore a novel problem prior to instruction. Participants (N=150) were first-year engineering students enrolled in an introductory engineering calculus course. Students were taught about two-dimensional vectors in an online, asynchronous learning module. Students were randomly assigned to one of two conditions. In the instruct-first condition, students viewed the instruction and then completed a Geogebra™ activity. In the explore-first condition, students completed the activity and then viewed the instruction. Thus, the exact same activities were given to students, allowing us to test the causal effectiveness of reversing the placement of the activity. Afterwards, all students completed an online quiz and a later Vector test. A number of students opened but did not complete the activity. Of those students, no effects of condition were found. For the students who completed the activity, those in the explore-first condition scored higher on the quiz than those in the instruct-first condition. Scores were trending in a similar direction on the vector test. These results demonstrate the potential of exploratory learning to improve understanding in engineering mathematics, and in an online module format. This research also suggests that Geogebra™ may be a useful tool for developing an exploration activity students can complete online. 
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    Accepted Manuscript Full Text Available