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ERIC Number: EJ1115385
Record Type: Journal
Publication Date: 2015-Nov
Pages: 3
Abstractor: ERIC
ISSN: ISSN-0036-8148
Three-Dimensional Instruction: Using a New Type of Teaching in the Science Classroom
Krajcik, Joe
Science and Children, v53 n3 p6-8 Nov 2015
Science teaching and learning in the United States are at a pivotal point. "A Framework for K-12 Science Education" (NRC 2012b) and the "Next Generation Science Standards" ("NGSS"; NGSS Lead States 2013) shift science educators' focus from simply teaching science ideas to helping students figure out phenomena and design solutions to problems. This emphasis on figuring out is new, provocative, and exciting, and it represents a revolution in how science is taught at all grade levels. In their learning, students must use all three dimensions of the new standards--crosscutting concepts (CCs), disciplinary core ideas (DCIs), and science and engineering practices (SEPs)--in an integrated fashion in order to make sense of phenomena or design solutions to problems. Three-dimensional learning helps students learn to apply new knowledge to other situations. Every student will benefit from this new instructional approach. This article discusses how to incorporate three-dimensional instruction into classrooms. Potential sources of phenomena and their aligned performance expectations are included.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Secondary Education; Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A