Professor Chandralekha Singh

Professor Chandralekha Singh

Important experience / 重要經歷
Director, Discipline-based Science Education Research Center
學科本位科學教育研究中心主任(dB-SERC
Professor, Department of Physics and Astronomy, University of Pittsburgh
匹茲堡大學物理及天文學系教授

Research Areas / 研究範疇
Physics education research
物理教育研究
Research on Learning Quantum Mechanics
學習量子力學研究
Quantum Interactive Learning Tutorials
量子互動式學習教導
Research on validated Standardized Assessment Instruments
驗證標準化評量工具研究
Research on Longitudinal Assessment
縱向評量研究
Research on Technology Enhanced Learning
科技增進學習研究
Research on Intuition & Expertise in Physics
物理直觀及專長研究
Research on Metacognition in Physics
物理後設認知研究
Problem Solving, Scaffolding and Transfer
問題解決、鷹架及轉移
Analogical Reasoning, Isomorphic Problems
類比推理、同構問題
Role of Representation in Problem Solving
問題決解中的表徵角色
Research on TA Professional Development
教學助理專業發展研究
Research on Learning Introductory and Advanced Physics
學習導論及高階物理研究
Research on Equity and Inclusion in physics Learning
物理學習中的公平及包容研究

Topic/題目
How to enhance STEM by making it inclusive
如何提升STEM(科學–技學–工程–數學)

Abstract/摘要
Instructors often only focus on content and pedagogical approaches to improve student engagement and learning in STEM courses. However, students’ motivational characteristics can also play an important role in their engagement and success in physics. For example, students’ sense of belonging in a STEM class, their self-efficacy, and views about whether intelligence in STEM is “fixed” or “malleable” can affect engagement and learning. These types of concerns can especially impact the learning outcomes of women and racial/ethnic minority students and stereotype threats can exacerbate these issues. I will discuss prior research studies that show how different types of social psychological interventions (e.g., social belonging and growth mindset) have improved the motivation and learning outcomes of all students, especially women and underrepresented minorities in STEM fields. These interventions include providing data to students about how intelligence is malleable and one can become an expert in a discipline by working hard in a deliberate manner, sharing with the students examples of testimonials of past students from diverse backgrounds, who struggled initially but then succeeded by working hard and using deliberate approaches. We will discuss how these ecological interventions were adapted and implemented in our physics classes. These types of interventions are short, requiring less than one hour of regular class time even though they have the potential to impact student outcomes significantly, especially for women and other underrepresented racial/ethnic minority students in STEM classes.

導師在理工課時，往往著重教學內容及教學法，期望能提升學生的參與學習。然而，在物理學習的參與及成功中學生的動機特徵起了更決定性的關鍵，例如：學生自覺屬於理工班級、他們的自我效能及對於理工知識是「固定的」還是「可延展的」的想法，都可以影響他們在課堂上的參與及學習。這些關注對女性或少數族裔學生的影響顯得更明顯。講者將會探究領先研究中，不同的社會心理的介入（例如：社會歸屬感及成長心態）如何提升全體學生的學習動機及成果，尤其是對在理工領域中的女性及少數族裔的提升。這些介入包括讓學生了解知識是可展延的，及與學生分享過去的不同背景的學生如何透過方法、經過一翻努力後終能獲得成功的證明例子等。講者將會討論這些介入是如何應用在物理班，這些介入很短，甚至花不到一小時的常規班級時間，但是對學生，尤其是女性及少數族裔學生的學習可帶來明顯的提升及成果。