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In an NYSSLS/NGSS classroom, 3-dimensional learning goes beyond simply memorizing facts. It's a holistic approach where students actively engage with three distinct dimensions to make sense of the world. They explore Disciplinary Core Ideas (DCIs)—the foundational scientific concepts—by using Science and Engineering Practices (SEPs), which are the skills scientists and engineers use to investigate and build things. Throughout this process, they make connections across different concepts using Crosscutting Concepts (CCCs), which are big-picture themes like cause and effect or patterns. This integrated method ensures students don't just learn what science is, but also how it's done and why it matters.
The Research says...
The National Research Council's (NRC) Framework redefines science proficiency as the ability to solve problems by using an integrated body of knowledge. It proposes three dimensions that empower students to build, refine, and apply their understanding of the world.
Practices: These are the actions students take to investigate and design solutions. The NRC uses "practices" instead of "skills" to emphasize that students aren't just memorizing; they're actively engaging in the work of scientists and engineers to build models and solve problems.
Crosscutting Concepts: These are the lenses students use to make sense of the world. They are big-picture ideas like cause and effect, patterns, and systems that apply across all scientific domains, helping students connect knowledge and see a coherent view of science.
Disciplinary Core Ideas: These are the essential, foundational scientific concepts within the life, physical, and Earth sciences. They provide the key knowledge base students need to investigate complex ideas and solve problems that are relevant to their lives and the broader world.
Read more about the three dimensions in the NRC Framework online here.
3D Lock & Key
What does this image mean?
How can it be interpreted?
How can it help with planning for 3D learning?
Explicitly integrating the three dimensions into classroom instruction empowers students to move beyond memorization and build an enduring scientific understanding. The Performance Expectation sets the "bar" for what will be assessed at the state level; while teacher's creativity and freedom in instructional planning brings the learning to life.
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