Characterizing college science instruction: The Three-Dimensional Learning Observation Protocol
Characterizing college science instruction: The Three-Dimensional Learning Observation Protocol
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DOI：
10.1371/journal.pone.0234640
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发表时间：
2020-06-16
期刊：
影响因子：
3.7
通讯作者：
Cooper, Melanie M.
中科院分区：
文献类型：
--
作者：
Bain, Kinsey;Bender, Lydia;Cooper, Melanie M.
改善 STEM 教育的重要性是人们长期关心的问题，为此，教育界需要找到方法来描述转型工作的特点。三维学习（3DL）就是这样一种转型方法，它将学科的核心思想、科学实践和交叉概念相结合，以支持学生学科专业知识的发展。我们之前报道过一种评估表征方法，即三维学习评估协议 (3D-LAP)，可用于确定评估是否有可能吸引学生参与 3DL。在这里，我们展示了其配套产品——三维学习观察协议（3D-LOP）的开发，该观察协议可以可靠地区分有可能参与 3DL 的指令和没有参与 3DL 的指令。 3D-LOP 超越了其他观察协议，因为它不仅旨在描述教学环境中使用的教学方法的特征，而且还旨在确定学生是否被要求参与科学实践、核心思想和交叉概念。我们在此证明，3D-LOP 可以可靠地用于编码 3DL 的存在；此外，我们提供的数据显示了 3D-LOP 在区分有可能促进 3DL 的指令和没有促进 3DL 的指令方面的效用。我们的团队计划继续使用该协议来评估教学转型项目的结果。我们还建议 3D-LOP 可用于支持从业者开发课程材料和选择教学策略，以促进三维教学的参与。
The importance of improving STEM education is of perennial interest, and to this end, the education community needs ways to characterize transformation efforts. Three-dimensional learning (3DL) is one such approach to transformation, in which core ideas of the discipline, scientific practices, and crosscutting concepts are combined to support student development of disciplinary expertise. We have previously reported on an approach to the characterization of assessments, the Three-Dimensional Learning Assessment Protocol (3D-LAP), that can be used to identify whether assessments have the potential to engage students in 3DL. Here we present the development of a companion, the Three-Dimensional Learning Observation Protocol (3D-LOP), an observation protocol that can reliably distinguish between instruction that has potential for engagement with 3DL and instruction that does not. The 3D-LOP goes beyond other observation protocols, because it is intended not only to characterize the pedagogical approaches being used in the instructional environment, but also to identify whether students are being asked to engage with scientific practices, core ideas, and crosscutting concepts. We demonstrate herein that the 3D-LOP can be used reliably to code for the presence of 3DL; further, we present data that show the utility of the 3D-LOP in differentiating between instruction that has the potential to promote 3DL from instruction that does not. Our team plans to continue using this protocol to evaluate outcomes of instructional transformation projects. We also propose that the 3D-LOP can be used to support practitioners in developing curricular materials and selecting instructional strategies to promote engagement in three-dimensional instruction.