What is it about?
In higher education the emphasis is on active learning (or engaging students as they learn). We argue here that what students learn and how they use that knowledge should be at the forefront of transformation efforts. We also show that our approach is likely to actively engage students.
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Why is it important?
The current emphasis on transforming STEM learning by addressing how it is taught (that is by including teaching practices that engage students in their learning), can result in student learning that is fragmented and not useful in new situations. We advocate an approach that first addresses what students should know and what they should do with that knowledge, known as three-dimensional learning (3DL). 3DL has been shown to result in deeper learning that is more likely to be used in subsequent courses, and more equitable outcomes. By engaging students in the scientific practices that require them to use their knowledge, we show that students are also more likely to be actively engaged in their learning. However, instruction that focusses on active engagement only is not correlated with use of knowledge and can result in so-called hands-on-minds off learning.
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This page is a summary of: Beyond active learning: Using 3-Dimensional learning to create scientifically authentic, student-centered classrooms, PLoS ONE, May 2024, PLOS,
DOI: 10.1371/journal.pone.0295887.
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