Three-Dimensional Learning Progression (3DLP)
Developing and Testing a Learning Progression for Middle School Physical Science

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Project Description

The 3DLP project focuses on developing and empirically testing a three-dimensional learning progression (LP) for middle school physical science that integrates Disciplinary Core Ideas (DCIs), Science and Engineering Practices (SEPs), and Crosscutting Concepts (CCCs) as articulated in the Next Generation Science Standards (NGSS).

Rather than treating the three dimensions as separate instructional goals, the project brings them together to model how students develop knowledge-in-use over time as they engage with complex phenomena and problem-solving tasks. The learning progression is designed to capture multiple intermediate pathways that students may follow as they integrate ideas about matter, energy, and interactions while constructing explanations and developing models. This approach supports a more coherent understanding of how students’ scientific reasoning develops across contexts and instructional experiences.

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Project Vision

Three-dimensional science learning requires more than aligning standards—it requires coherent models of how students’ knowledge-in-use develops over time across instructional contexts.

The 3DLP project is designed to integrate DCIs, SEPs, and CCCs together within a learning progression framework that supports teachers’ instructional decision-making and advances equitable science learning opportunities for diverse student populations.

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Project Goals

01 /Goal 1

Develop and test a three-dimensional learning progression

Design and iteratively revise a theoretically grounded learning progression that integrates DCIs, SEPs, and CCCs for middle school physical science.

02 /Goal 2

Examine teacher use of learning progressions

Study how teachers use the learning progression to adapt curriculum, instruction, and assessment to support students’ knowledge-in-use development.

03 /Goal 3

Investigate student learning over time

Analyze how students’ 3D understanding develops in classrooms that use learning progression–aligned instruction and assessments, with attention to diverse learning pathways and equity.

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Dissemination

Book Chapter

  1. 2024

    Developing three-dimensional learning progressions of energy, interaction, and matter at middle school level: Design-based research

    He, P., Shin, N., & Krajcik, J.

    In H. Jin, D. Yan, & J. Krajcik (Eds.), Handbook of Research in Science Learning Progressions (pp. 197–281). doi.org/10.4324/9781003170785-14

Conference Presentations

  1. 2026

    Leveraging learning progressions to support teacher adaptation and student 3D learning: A two-year case study

    He, P., Xue, Y., Shin, N., Dai, S., & Krajcik, J.

    PaperAnnual Meeting of the American Educational Research Association (AERA), Los Angeles, CA, April 2026

  2. 2026

    Teachers’ use of 3D learning progressions to adapt local instructional materials: A multiple case study

    Wang, Z., He, P., Fiser, T., Xue, Y., Shin, N., & Krajcik, J.

    PaperNARST Annual International Conference, Seattle, WA, March 2026

  3. 2025

    Developing and testing a learning progression for middle school physical science incorporating disciplinary core ideas, science and engineering practices, and crosscutting concepts

    He, P., Shin, N., Krajcik, J., & Xue, Y.

    PosterCADRE Principal Investigators Meeting, Washington, DC, June 2025

  4. 2024

    Developing three-dimensional learning progressions of energy, interaction, and matter at the middle school level: Design-based research

    He, P., Shin, N., & Krajcik, J.

    PaperNARST Annual International Conference, Denver, CO, March 2024

  5. 2024

    Developing a three-dimensional learning progression for matter and its interactions at the middle school level

    Huang, M., He, P., Zeng, M., Shin, N., Bowers, J., & Krajcik, J.

    PaperNARST Annual International Conference, Denver, CO, March 2024

  6. 2024

    Developing a three-dimensional learning progression for thermal energy at the middle school level

    Zeng, M., He, P., Huang, M., Shin, N., Bowers, J., & Krajcik, J.

    PaperNARST Annual International Conference, Denver, CO, March 2024

  7. 2023

    Developing and testing a learning progression for middle school physical science incorporating disciplinary core ideas, science and engineering practices, and crosscutting concepts

    He, P., Shin, N., Huang, M., Zeng, M., Bowers, J., & Krajcik, J.

    PosterCADRE Principal Investigators Meeting, Washington, DC, June 2023

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Team & Collaborators

Project Team

  • Yu (Abby) Xue
  • Honglu Liu
  • Timothy Fisher
  • Zeyuan Wang

Collaborators

  • Michigan State University CREATE for STEM Institute

Partners

  • Washington Educational Service Districts (ESD 101)
  • Pullman School Districts
  • Moscow School Districts
  • Fenton Area Public Schools