Abstract:

How do we create learning environments that promote not only student involvement in their learning but emphasize the meaningful parts of physics? Developed for A Framework for K-12 Science Education and now being implemented in college classrooms, 3 Dimensional Learning (3DL) offers tools for aligning science teaching in the ways we do science as experts. This is done by centering teaching along the 3 Dimensions scientists use to organize their thinking: Scientific Practices that we use to explore phenomena, Core Ideas that big ideas we use to describe phenomena, and Crosscutting Concepts that provide lenses for how we view phenomena. In this talk, I will discuss the positive impacts from implementing 3DL at Michigan State University as part of a gateway science course transformation project. In particular, I will show results that indicate that through creating 3DL opportunities, active learning opportunities are also created, allowing for meaningfully active learning environments.

Bio:

Paul Bergeron is a postdoctoral researcher with the 3 Dimensional Learning for Undergraduate Science group at Michigan State University. His background is in High Energy Phenomenology, and did his PhD at the University of Utah on supersymmetric dark matter models. Now in PER, he works with instructors who are a part of the STEM Teaching and Learning Fellowship to align their instruction and assessments with 3DL. In addition to research on the transformation effort centered on the fellowship, he also does research on the use of scientific models in student work.