{"id":99,"date":"2025-11-04T09:18:40","date_gmt":"2025-11-04T17:18:40","guid":{"rendered":"https:\/\/labs.wsu.edu\/caire\/?page_id=99"},"modified":"2026-02-26T11:42:26","modified_gmt":"2026-02-26T19:42:26","slug":"3dlp-project","status":"publish","type":"page","link":"https:\/\/labs.wsu.edu\/caire\/3dlp-project\/","title":{"rendered":"3DLP"},"content":{"rendered":"
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Three-Dimensional Learning Progression (3DLP)<\/span><\/div>\n\t\t\t\t\t\t\t\t\t
\n\t\t\t\tDeveloping and Testing a Learning Progression for Middle School Physical Science\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n<\/div>\n\n\n
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Project Description<\/h2>\n\n\n\n

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).<\/p>\n\n\n\n

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\u2019 scientific reasoning develops across contexts and instructional experiences.<\/p>\n\n<\/div>\r\n\n\n

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Project Information<\/h2>\n\n\n\n

Project Period: 2022\u20132026<\/p>\n\n\n\n

Project Lead: Peng He<\/p>\n\n\n\n

Funding Agencies:
This project is supported by the National Science Foundation (NSF) through the Discovery Research PreK\u201312 (DRK\u201312) Program.<\/p>\n\n<\/div>\r\n\n<\/div>\n\n\n

Project Vision<\/h2>\n\n\n
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Three-dimensional science learning requires more than aligning standards\u2014it requires coherent models of how students\u2019 knowledge-in-use develops over time across instructional contexts.<\/p>\n\n\n\n

The 3DLP project is designed to\u00a0integrate\u00a0DCIs, SEPs, and CCCs together within a learning progression framework that supports teachers\u2019 instructional decision-making and advances\u00a0equitable\u00a0science learning opportunities for diverse student populations.\u00a0<\/p>\n\n<\/div>\r\n\n<\/div>\n\n\n

Project Goals<\/h2>\n\n\n
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  • Goal 1: Develop and test a three-dimensional learning progression<\/strong>
    Design and iteratively revise a theoretically grounded learning progression that integrates DCIs, SEPs, and CCCs for middle school physical science.<\/li>\n\n\n\n
  • Goal 2: Examine teacher use of learning progressions <\/strong>
    Study how teachers use the learning progression to adapt curriculum, instruction, and assessment to support students\u2019 knowledge-in-use development.<\/li>\n\n\n\n
  • Goal 3: Investigate student learning over time <\/strong>
    Analyze how students\u2019 3D understanding develops in classrooms that use learning progression\u2013aligned instruction and assessments, with attention to diverse learning pathways and equity.<\/li>\n<\/ul>\n\n<\/div>\r\n\n<\/div>\n\n\n

    Team & Collaborators<\/h2>\n\n\n
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    Project Team:<\/h3>\n\n\n\n

    Yu (Abby) Xue, Honglu Liu, Timothy Fisher, Zeyuan Wang<\/p>\n\n\n\n

    Collaborators:<\/h3>\n\n\n\n

    Michigan State University CREATE for STEM Institute<\/p>\n\n\n\n

    Partners<\/h3>\n\n\n\n

    Washington Educational Service Districts (ESD 101), Pullman School Districts, Moscow School Districts, Fenton Area Public Schools<\/p>\n\n<\/div>\r\n\n<\/div>","protected":false},"excerpt":{"rendered":"

    Our lab is developing and testing a three-dimensional learning progression for middle school physical science that integrates core ideas, scientific practices, and crosscutting concepts.<\/p>\n","protected":false},"author":44109,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"categories":[],"tags":[],"wsuwp_university_location":[],"wsuwp_university_org":[],"_links":{"self":[{"href":"https:\/\/labs.wsu.edu\/caire\/wp-json\/wp\/v2\/pages\/99"}],"collection":[{"href":"https:\/\/labs.wsu.edu\/caire\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/labs.wsu.edu\/caire\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/labs.wsu.edu\/caire\/wp-json\/wp\/v2\/users\/44109"}],"replies":[{"embeddable":true,"href":"https:\/\/labs.wsu.edu\/caire\/wp-json\/wp\/v2\/comments?post=99"}],"version-history":[{"count":10,"href":"https:\/\/labs.wsu.edu\/caire\/wp-json\/wp\/v2\/pages\/99\/revisions"}],"predecessor-version":[{"id":1664,"href":"https:\/\/labs.wsu.edu\/caire\/wp-json\/wp\/v2\/pages\/99\/revisions\/1664"}],"wp:attachment":[{"href":"https:\/\/labs.wsu.edu\/caire\/wp-json\/wp\/v2\/media?parent=99"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/labs.wsu.edu\/caire\/wp-json\/wp\/v2\/categories?post=99"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/labs.wsu.edu\/caire\/wp-json\/wp\/v2\/tags?post=99"},{"taxonomy":"wsuwp_university_location","embeddable":true,"href":"https:\/\/labs.wsu.edu\/caire\/wp-json\/wp\/v2\/wsuwp_university_location?post=99"},{"taxonomy":"wsuwp_university_org","embeddable":true,"href":"https:\/\/labs.wsu.edu\/caire\/wp-json\/wp\/v2\/wsuwp_university_org?post=99"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}