Toward a descriptive science of teaching: How the TDOP illuminates the multidimensional nature of active learning in postsecondary classrooms

Toward a descriptive science of teaching: How the TDOP illuminates the multidimensional nature of active learning in postsecondary classrooms

This empirical paper describes the use of 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 than the common lecturing v. active learning binary. 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.

Suggested Citation

Hora, M.T., (2015) Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms, Vol. 99, p. 783–818