Evaluating the extent of a large-scale transformation in gateway science courses

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

Characterizing college science instruction: The Three-Dimensional Learning Observation Protocol

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

Dipyridamole Reversibly Inhibits Mengovirus RNA Replication

Dipyridamole is an effective inhibitor of cardiovirus growth in cell culture. The effects of dipyridamole on mengovirus replication in vivo and in vitro were examined in the hope the drug could be used as an experimental analog of the poliovirus inhibitor guanidine. Guanidine selectively inhibits poliovirus RNA synthesis but not RNA translation, and as such, has been a valuable research tool. Although guanidine does not inhibit cardiovirus infection, a compound with similar discriminatory characteristics would be experimentally useful for parallel work with these viruses. We found that mengovirus plaque formation in HeLa or L cells was inhibited nearly 100% by the presence of 80 μM dipyridamole. The inhibitory effect was reversible and targeted an early step in the replication cycle. Studies with luciferase-expressing mengovirus replicons showed that viral protein synthesis was unaffected by dipyridamole, and rather, RNA synthesis was the step targeted by the drug. This assessment was confirmed by direct analyses of viral translation and RNA synthesis activities in a Krebs-2-derived in vitro system that supported complete, infectious cardiovirus replication. In Krebs extracts, dipyridamole specifically inhibited viral RNA synthesis to more than 95%, with no concomitant effect on viral protein translation or polyprotein processing. The observed inhibition reversibly affected an early step in both minus-strand and plus-strand RNA synthesis, although inhibition of plus-strand synthesis was more profound than that of minus-strand synthesis. We conclude that dipyridamole is a potent experimental tool that readily distinguishes between cardiovirus translation and RNA replication functions

Characterizing faculty motivation to implement three-dimensional learning

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

Comparison of two exams from each discipline, displaying the percentage of exam points assigned to tasks coded with scientific practices, crosscutting concepts, and core ideas.

<p>This representation shows that although there are few zero dimensional tasks in physics, the vast majority of the tasks address core ideas, and the other two dimensions are almost never elicited.</p

Possible coding of tasks by two coders and the resulting code for inter-rater reliability.

<p>Possible coding of tasks by two coders and the resulting code for inter-rater reliability.</p

Comparison of the percentage of exam points assigned to tasks that were coded with each of the three dimensions for two exams per discipline.

<p>The Chemistry A and B exams are the same ones shown in <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0162333#pone.0162333.g003" target="_blank">Fig 3</a>.</p

Comparison of two exams characterized using the 3D-LAP.

<p>The first row of each diagram shows the question number. In the last three rows, blue, green, and red shaded cells, indicate there is evidence for a scientific practice, crosscutting concept, or core idea, respectively. Questions 21–23 on the Chemistry B exam are constructed response. All other questions shown are selected response.</p

The scientific and engineering practices and crosscutting concepts as listed in the Framework [19].

<p>The scientific and engineering practices and crosscutting concepts as listed in the Framework [<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0162333#pone.0162333.ref019" target="_blank">19</a>].</p