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Three-dimensional learning (3DL) is an approach to science instruction that was developed for K-12 science education and that can provide guidance for improving undergraduate physics laboratories. In this paper, we describe efforts to comprehensively integrate 3DL into a sequence of undergraduate introductory physics for life sciences (IPLS) laboratory courses. This paper is tailored for introductory physics faculty interested in advancing their course's learning goals by simultaneously engaging students in experimental practices, scientific reasoning, and conceptual knowledge. We first review how several well-known laboratory curricula are already implicitly aligned with 3DL. We then describe our IPLS course sequence and show how each 3DL dimension—science and engineering practices, disciplinary core ideas, and crosscutting concepts—is integrated throughout the curriculum. To support implementation, we provide samples of our course documentation, a detailed account of our 3DL integration efforts, a guide to training and supporting teaching and learning assistants in a 3DL course, and a sample set of activities to guide students in participating in 3DL instruction in the supplementary material.
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Using Students’ Conceptual Models to Represent Understanding of Crosscutting Concepts in an NGSS-Aligned Curriculum Unit About Urban Water Runoff
Recent science education reforms, as described in the Framework for K-12 Science Education (NRC, 2012), call for three-dimensional learning that engages students in scientific practices and the use of scientific lenses to learn science content. However, relatively little research at any grade level has focused on how students develop this kind of three-dimensional knowledge that includes crosscutting concepts. This paper aims to contribute to a growing knowledge base that describes how to engage students in three-dimensional learning by exploring to what extent elementary students represent the crosscutting concept systems and system models when engaged in the practice developing and using models as part of an NGSS-aligned curriculum unit. This paper answers the questions: How do students represent elements of crosscutting concepts in conceptual models of water systems? How do students’ representations of crosscutting concepts change related to different task-based scaffolds? To analyze students’ models, we developed and applied a descriptive coding scheme to describe how the students illustrated the flow of water. The results show important differences in how students represented system elements across models. Findings provide insight for the kinds of support that students might need in order to move towards the development of three-dimensional understandings of science content.
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- Award ID(s):
- 1742195
- PAR ID:
- 10291492
- Date Published:
- Journal Name:
- Journal of Science Education and Technology
- ISSN:
- 1059-0145
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Conference Proceedings from the 2018 NSF Funded Crosscutting Concept Summit. Includes chapters : 1. The Need for a Summit for Examining the Potential for Crosscutting Concepts to Support Three-Dimensional Science Learning - Sarah J. Fick, Jeffrey Nordine, & Kevin W. McElhaney 2. CCC Summit Agenda - Summit Organizing Committee 3. CCC Summit Attendees 4. Supporting Students’ Learning of Science Content and Practices Through the Intentional Incorporation and Scaffolding of Crosscutting Concept - Sarah J. Fick, Lauren Barth-Cohen, Ann Rivet, Melanie Cooper, Jason Buell, & Aneesha Badrinarayan 5. Using the Crosscutting Concepts to Integrate Science and Engineering - Kevin W. McElhaney, Christine Cunningham, Kristin Mayer, Joi Merritt, Nancy Ruzycki, & Cary Sneider 6. The Integration of Cross-Cutting Concepts in Three-Dimensional Learning - Susan Yoon, Cesar Delgado, TJ McKenna, Joe Krajcik, Lauren Levites, & Art Sussman 7. CCCs as epistemic heuristics to guide student sense-making of phenomena - Charles W. Anderson, Brian Gane, Cindy E. Hmelo-Silver, Lindsey Mohan, & Tina Vo 8. Modeling the Role of Crosscutting Concepts for Strengthening Science Learning of All Students - Abeera P. Rehmat, Okhee Lee, Jeffrey Nordine, Ann M. Novak, Johnathan Osborne, & Ted Willard 9. Looking Forward: Setting an Agenda for Research into the Crosscutting Concepts - Jeffrey Nordine, Lauren Barth-Cohen, Brian Gane, TJ McKenna, & Tina Vomore » « less
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Abstract The National Research Council’s Framework for K-12 Science Education and the subsequent Next Generation Science Standards have provided a widespread common language for science education reform over the last decade. These efforts have naturally been targeted at the K-12 levels, but we have argued that the three dimensions outlined in these documents—scientific practices, disciplinary core ideas, and crosscutting concepts (together termed three-dimensional learning)—are also a productive route for reform in college-level science courses. However, how and why college-level faculty might be motivated to incorporate three-dimensional learning into their courses is not well understood. Here, we report a mixed-methods study of participants in an interdisciplinary professional development program designed to support faculty in developing assessments and instruction aligned with three-dimensional learning. One cohort of faculty (N = 8) was interviewed, and four cohorts of faculty (N = 33) were surveyed. Using expectancy-value theory as an organizational framework, we identified themes of perceived values and costs that participants discussed in implementing three-dimensional learning. Based on a cluster analysis of all survey participants’ motivational profiles, we propose that these themes apply to the broader population of participants in this program. We recommend specific interventions to improve faculty motivation for implementing three-dimensional learning: emphasizing the utility value of three-dimensional learning in effecting positive learning gains for students; drawing connections between the dimensions of three-dimensional learning and faculty’s disciplinary identities; highlighting scientific practices as a key leverage point for faculty ability beliefs; minimizing cognitive dissonance for faculty in understanding the similarities and differences between the three dimensions; focusing on assessment writing as a keystone professional development activity; and aligning local evaluation practices and promotion policies with the 3DL framework.more » « less
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Educational research supports incorporating active engagement into K-12 education using authentic STEM experiences. While there are discipline-specific resources to provide students with such experiences, there are limited transdisciplinary opportunities that integrate engineering education and technological skill-building to contextualize core scientific concepts. Here, we present an adaptable module that integrates hands-on technology education and place-based learning to improve student understanding of key chemistry concepts as they relate to local environmental science. The module also supports disciplinary core ideas, practices, and cross-cutting concepts in accordance with the Next Generation Science Standards. We field-tested our module in three different high school courses: Chemistry, Oceanography and Advanced Placement Environmental Science at schools in Washington, USA. Students built spectrophotometric pH sensors using readily available electronic components and calibrated them with known pH reference standards. Students then used their sensors to measure the pH of local environmental water samples. Assessments showed significant improvement in content knowledge in all three courses relating to environmental relevance of pH, and to the design, use and environmental application of sensors. Students also reported increased self-confidence in the material, even when their content knowledge remained the same. These findings suggest that classroom sensor building and collection of environmental data increases student understanding and self-confidence by connecting chemistry concepts to local environmental settings.more » « less
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We evaluate the impact of an institutional effort to transform undergraduate science courses using an approach based on course assessments. The approach is guided by A Framework for K-12 Science Education and focuses on scientific and engineering practices, crosscutting concepts, and core ideas, together called three-dimensional learning. To evaluate the extent of change, we applied the Three-dimensional Learning Assessment Protocol to 4 years of chemistry, physics, and biology course exams. Changes in exams differed by discipline and even by course, apparently depending on an interplay between departmental culture, course organization, and perceived course ownership, demonstrating the complex nature of transformation in higher education. We conclude that while transformation must be supported at all organizational levels, ultimately, change is controlled by factors at the course and departmental levels.more » « less
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1007/s10956-021-09911-6
