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Characterizing college science instruction: The Three-Dimensional Learning Observation Protocol.

Kinsey Bain1, Lydia Bender2, Paul Bergeron1,3

  • 1Department of Chemistry, Michigan State University, East Lansing, Michigan, United States of America.

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Summary
This summary is machine-generated.

A new observation protocol, the Three-Dimensional Learning Observation Protocol (3D-LOP), reliably identifies STEM instruction that engages students in three-dimensional learning (3DL). This tool helps characterize pedagogical approaches and student engagement with core ideas, practices, and concepts.

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Area of Science:

  • STEM Education
  • Science Pedagogy
  • Educational Assessment

Background:

  • Improving STEM education requires methods to characterize transformation efforts.
  • Three-dimensional learning (3DL) integrates core ideas, scientific practices, and crosscutting concepts to foster disciplinary expertise.
  • Existing assessment protocols like the Three-Dimensional Learning Assessment Protocol (3D-LAP) identify assessment potential for 3DL engagement.

Purpose of the Study:

  • To develop and validate the Three-Dimensional Learning Observation Protocol (3D-LOP) as a companion to the 3D-LAP.
  • To create an observation tool that reliably distinguishes between instruction promoting 3DL and instruction that does not.
  • To characterize pedagogical approaches and assess student engagement with scientific practices, core ideas, and crosscutting concepts.

Main Methods:

  • Development of the Three-Dimensional Learning Observation Protocol (3D-LOP).
  • Demonstration of the 3D-LOP's reliability in coding for the presence of 3DL.
  • Presentation of data validating the 3D-LOP's utility in differentiating instructional approaches.

Main Results:

  • The 3D-LOP can be reliably used to code for the presence of three-dimensional learning in instruction.
  • The protocol effectively differentiates between instruction with the potential to promote 3DL and instruction that does not.
  • The 3D-LOP provides a nuanced characterization of pedagogical approaches and student engagement with key learning components.

Conclusions:

  • The 3D-LOP is a reliable tool for evaluating instructional environments for their potential to engage students in 3DL.
  • The protocol can support practitioners in curriculum development and the selection of instructional strategies for 3DL.
  • Continued use of the 3D-LOP is planned for evaluating outcomes of instructional transformation projects.