Refining the opportunity to learn construct through the Productive Disciplinary Engagement framework
Bibliographic Data
| ID | 21485071 |
|---|---|
| Authors | Yann Shiou Ong (0000-0002-6092-2803, Natural Science and Science Education, National Institute of Education, Nanyang Technological University, Singapore), Y-J Lee (0000-0002-3286-2778, Natural Science and Science Education, National Institute of Education, Nanyang Technological University, Singapore, corresponding author), Miechie Leowardy (0009-0006-6809-0606, Natural Science and Science Education, National Institute of Education, Nanyang Technological University, Singapore) |
| Year | 2024 |
| Volume | 44 |
| Issue | 3 |
| Pages | 582-596 |
| Publication date | 2024-07-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Asia Pacific Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0218-8791 • E-ISSN: 1742-6855 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02188791.2024.2390665 |
| OpenAlex | W4403280120 |
| Language | EN |
| Citations received | 1 |
| References cited | 30 |
Opportunity to learn (OTL) is a ubiquitous measure of the likelihood of learning in educational research, which typically has been characterized by three dimensions: time, coverage of content, and quality of instruction. The last dimension has been defined in highly divergent ways, which gives it a double-edged nature. While it may be operationalized to better serve a specific problem or context, it also makes it harder to achieve consensus or derive broader implications across studies. Using the four design principles from the Productive Disciplinary Engagement (PDE) framework, we show how PDE can characterize the quality of instruction dimension in OTL that reflects contemporary understandings of the end-goals of science education i.e. learning science as practice. This revision is valuable for science educators and evaluators who rely on OTL measures for it helps them: i) evaluate the quality of instruction consistent with reformed science teaching in valid and reliable ways, and ii) address questions about the adequacy of content coverage in the subject. We exemplify analysis using this refined OTL model with a case study of middle-school learners in Singapore engaged in the challenging scientific practice of argumentation
Discipline · Knowledge management · Social science · Sociology · Chemistry · Computer Science · Digestive system and related health · Education and Critical Thinking Development · Psychology
Handbook of Education Policy Research
Epistemic Cognition and Evaluating Information
Evolution of lactase persistence
Guiding Principles for Fostering Productive Disciplinary Engagement
Assessment of the ways students generate arguments in science education
Opportunity to Learn as a Research Concept and a Policy Instrument
Handbook of Research in Science Education
Teaching Scientific Practices
Science Education in Three-Part Harmony
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |