Research

The TIDeS project has two overarching research questions:

• How do the beliefs and practices of instructors who are developing and/or implementing new curricular materials using investigation and design and inclusive strategies change over time ?
• How do new curricular materials developed using investigation and design impact learning among all students? How does their attitude and confidence towards teaching and learning science change, if at all?

To address these broad questions, we are utilizing a suite of research probes, each of which is aligned with our four guiding principles. The data collected using these research probes will provide a holistic picture of what teaching with investigation and design in introductory college-level science courses looks like, from the perspectives of both faculty and students.

Research probes

Instructors

A set of probes will allow us to investigate instructors' curricular and instructional practices and their beliefs about teaching and learning:

• Faculty beliefs interview
• Classroom observation protocols
• Syllabus rubric

Students

One instrument focuses on changes in student beliefs and confidence:

• Beliefs about Investigation and Design Survey (BIDS)

Curricular materials

The materials developed through the TIDeS project must meet the rigorous standards outlined in these rubrics:

• TIDeS curricular materials rubric
• Visionlearning rubric (for materials developed for students)

Timeline of implementation

The relationships between these research instruments and schematic timeline for implementation is shown in the image below.

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Table of TIDeS research probes and schematic implementation timeline.

Provenance: Anne Egger, Central Washington University
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Publications, reports, and presentations

2023

Hinojosa, L. and Egger, A.E. (2023). Beliefs and practices of TIDeS instructors: 2022–23 academic year (Acrobat (PDF) 1MB Nov27 23). TIDeS Project Report.

Egger, A.E. (2023). Do faculty practice what they believe? Developing a holistic view of introductory science courses, X-DBER Conference, April 3-5, 2023

Hinojosa, L. (2023). Does Classroom Discourse Matter? A disconnect from students' beliefs and confidence in science and their discourse practices in the science classroom, X-DBER Conference, April 3-5, 2023

Hinojosa, L., Bhattacharya, D., and Egger, A.E. (2023). Investigating 'Investigation and Design' in Introductory Science Courses for Transformative Professional Development, ISLS Annual Meeting, June 10-15, 2023

Hinojosa, L., Bhattacharya, D., and Egger, A.E. (2023). Beliefs and practices of TIDeS instructors: 2021–22 academic year (Acrobat (PDF) 1.1MB Nov27 23). TIDeS Project Report.

2022

Hinojosa, L. and Egger, A. E. (2022). Results from the 2021-22 implementation of the Beliefs about Investigation and Design Survey (BIDS) (Acrobat (PDF) 1.7MB Dec6 22). TIDeS Project Report.

Bhattacharya, D., Hinojosa, L., and Egger, A.E. (2022). Validating the Use of Observation Protocols and Interviews for Characterizing Inclusive Practices in Undergraduate STEM Teaching. AERA 2022 Annual Meeting. San Diego, CA

2021

Egger, A.E., Bhattacharya, D., Carpi, A., Hinojosa, L., and Iverson, E. (2021). Getting a holistic view: Documenting change in undergraduate science teaching, AGU Fall Meeting View presentation (MP4 Video 468MB Apr20 22)