Figure - A Model of Three-dimensional Science LearningNSTA (2015)
AbstractThe intersection of the Scientific and Engineering Practices (SEPs), Crosscutting Concepts (CCCs), and Disciplinary Core Ideas (DCIs) creates a space where three-dimensional teaching and learning takes place. Understanding how to identify and implement this type of learning is key to moving forward during this transitional time, between the release of the NGSS and its adoption and implementation in K-12 systems. This explanatory model of the Framework for K-12 Science Education/NGSS demonstrates what each of the dimensions might look like in classrooms, initially in isolation, then as pairs, and finally, combined. Understanding these connections and matching them to current classroom examples can help teachers identify areas of need. In addition, prior to the extensive development of curricular packages, many teachers will be charged with modifying existing curriculum to align with the standards and three-dimensional learning. This session will also demonstrate how this visual model can be used as a tool to assist in identifying gaps in science lessons. Once they are identified, modifications can be more easily made to assist in alignment and achievement of three-dimensional learning. Participants will get to use the model to evaluate sample lessons to demonstrate its power as an alignment tool.
- Professional Development
Publication DateSeptember, 2015
Citation InformationAna K Houseal. "Figure - A Model of Three-dimensional Science Learning" NSTA (2015)
Available at: http://works.bepress.com/ana_houseal/49/