The Framework for K‐12 science education (The
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 (
- Award ID(s):
- 1725520
- PAR ID:
- 10441092
- Publisher / Repository:
- Springer Science + Business Media
- Date Published:
- Journal Name:
- Disciplinary and Interdisciplinary Science Education Research
- Volume:
- 5
- Issue:
- 1
- ISSN:
- 2662-2300
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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