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Beyond active learning: Using 3-Dimensional learning to create scientifically authentic, student-centered classrooms.

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Three-dimensional learning (3DL) transforms STEM courses by focusing on knowledge application. This approach enhances student engagement more effectively than general active learning strategies.

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Area of Science:

  • STEM Education
  • Pedagogical Research

Background:

  • Active learning is emphasized for equitable STEM education but lacks a clear definition.
  • Existing pedagogical approaches often use "active learning" as a broad term for various techniques.

Purpose of the Study:

  • To present three-dimensional learning (3DL) as a structured alternative for STEM course transformation.
  • To assess the impact of 3DL on introductory higher education science courses.

Main Methods:

  • Analysis of video data from introductory biology, chemistry, and physics courses.
  • Categorization of class sessions as active, 3D, neither, or both 3D and active.

Main Results:

  • Classes emphasizing 3DL were often also active.
  • Active classes were not necessarily 3D.
  • 3DL implementation positively influenced student engagement.

Conclusions:

  • Transforming STEM courses with a focus on 3DL naturally enhances student engagement.
  • Solely focusing on active learning may not guarantee meaningful engagement with core disciplinary concepts.