Can You Hear Me Now? Student Perspectives of 3D Phenomena-Based Science Teaching Practices

This dissertation presents findings of a self-study that investigated how student input, through reality pedagogy, may inform 3D phenomena-based teaching practices. 3D phenomena-based teaching practices are not new, but teachers are trying to determine how to use this framework to meet the needs of all students. 3D phenomena-based lessons use phenomena to drive instruction using core ideas, crosscutting concepts, and science and engineering practices. The goal of using 3D phenomena-based teaching practices is to create 21st century critical thinkers and problem-solvers who engage in scientific habits. The acquisition of student perceptions through the analysis of student interviews, reflective journal logs, surveys, and classroom observations revealed how student contributions may inform 3D phenomena-based science teaching practices. In an endeavor to adhere to the standard of sociocultural theory in teaching practices the researcher utilized reality pedagogy (cogenerative dialogues and coteaching) to gain student perspectives that informed and transformed my science teaching practices.