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Science Education
written by Matthew T. Hora
Detailed accounts of teaching can shed light on the nature and prevalence of active learning, yet common approaches reduce teaching to unidimensional descriptors or binary categorizations. In this paper, I use the instructional systems-of-practice framework and the Teaching Dimensions Observation Protocol (TDOP) to advance an approach to thinking about teaching in science classrooms in more multidimensional terms. Using descriptive statistics and social network analysis, I examine the teaching practices employed by a group of science and engineering faculty (n = 56). Results indicate the extensive use of lecturing with premade visuals (observed in 65% of all 2-minute intervals comprising a class). However, the majority of instructors (n = 34) lectured for periods of 20 minutes or less. Using the Differentiated Overt Learning Activities (Chi & Wylie, 2014) framework to interpret TDOP codes, the data reveal lower rates of active learning modalities including "being active" (students answering questions, 28%; students problem solving (PS),15%), "being constructive" (students asking questions, 4%; students doing creative tasks, 2%), and "being interactive" (students working with peers to do creative tasks, 2%). Results indicate variation across disciplines and course contexts, that active learning is embedded within PowerPoint lectures, and that small group work exercises are not synonymous with constructivist activities. Implications for research, practice, and policy are discussed.
Science Education: Volume 99, Issue 5, Pages 783-818
Subjects Levels Resource Types
Education Foundations
- Behavior
- Learning Theory
- Sample Population
= Instructor: Faculty
Education Practices
- Active Learning
- Pedagogy
- Graduate/Professional
- Reference Material
= Research study
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© 2015 Science Education
DOI:
10.1002/sce.21175
Record Creator:
Metadata instance created May 5, 2016 by Madeleine Wolff
Record Updated:
May 30, 2016 by Lyle Barbato
Last Update
when Cataloged:
June 10, 2015
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Record Link
AIP Format
M. Hora, Sci. Educ. 99 (5), 783 (2015), WWW Document, (http://dx.doi.org/10.1002/sce.21175).
AJP/PRST-PER
M. Hora, Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms, Sci. Educ. 99 (5), 783 (2015), <http://dx.doi.org/10.1002/sce.21175>.
APA Format
Hora, M. (2015, June 10). Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms. Sci. Educ., 99(5), 783-818. Retrieved December 12, 2017, from http://dx.doi.org/10.1002/sce.21175
Chicago Format
Hora, Matthew T.. "Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms." Sci. Educ. 99, no. 5, (June 10, 2015): 783-818, http://dx.doi.org/10.1002/sce.21175 (accessed 12 December 2017).
MLA Format
Hora, Matthew T.. "Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms." Sci. Educ. 99.5 (2015): 783-818. 12 Dec. 2017 <http://dx.doi.org/10.1002/sce.21175>.
BibTeX Export Format
@article{ Author = "Matthew T. Hora", Title = {Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms}, Journal = {Sci. Educ.}, Volume = {99}, Number = {5}, Pages = {783-818}, Month = {June}, Year = {2015} }
Refer Export Format

%A Matthew T. Hora
%T Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms
%J Sci. Educ.
%V 99
%N 5
%D June 10, 2015
%P 783-818
%U http://dx.doi.org/10.1002/sce.21175
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Hora, Matthew T.
%D June 10, 2015
%T Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms
%J Sci. Educ.
%V 99
%N 5
%P 783-818
%8 June 10, 2015
%U http://dx.doi.org/10.1002/sce.21175


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