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

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.