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For the most part, the teaching of science with the use of the Next Generation Science Standards will utilize the 3-dimensional approach to learning science. Students will use the Science Engineering Practices to figure out the content developed through Disciplinary Core Ideas and along the way make connections to other core ideas using the Crosscutting Concepts. As teachers, the time has come where we truly embark on the constructivist theory to learning science and abandon the "Sage on the Stage" approach of being the all-knowing expert of content. With the combination of the three areas of science, students are actively engaged to figure out science. The SEPs, DCIs, and CCs are further explained below. In the future, think of a science lesson as a stool needing three legs that include, SEPs, DCIs, and CCs as the legs. Without one of the legs the stool (science lesson) will fall apart.
The Science and Engineering Practices (SEPs) are the skills students need to become scientists and or engineers. For quite a while the skills have been taught through the scientific method. As a teacher it became difficult to develop the scientific method in one laboratory lesson or activity. The method is a process that is never-ending in science. With the new standards the practices or skills are taught a little at a time so that the students have time to perfect all of the skills. In essence the skills of the scientific method have not been abandoned. There is a more deliberate approach in developing each skill over time. Also note that students are asked to form arguments based on evidence from investigation. With the arguments students communicate their findings and their is feedback from their peers. This approach is more "real" in the world of science. Do not forget about the engineering. Students will have the opportunity to become "makers" by inventing to improve or create new products based on science investigations.
The Disciplinary Core Ideas (DCIs) represent the content that goes into the science that students will be "figuring out" using the Science and Engineering Practices. Content is important and is valued. The only way that students can truly grasp and understand the content is to be engaged in the process of wondering about phenomena that will lead to investigations that they can communicate about the content.
Crosscutting Concepts are used to develop connections between the Disciplinary Core Ideas. There are concepts in science that repeat between the different sciences. The students will have ample opportunities to investigate and link the sciences together through these crosscutting concepts. Energy and or matter does not stay in one realm of science. With the understanding of the nature of matter and energy, one can establish similar concepts in the other sciences.
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