Three-dimensional Science Instruction lays the foundation for students to work and think like scientists and engineers. It shifts the focus of the science classroom to environments where students use practices, disciplinary core ideas, and crosscutting concepts to make sense of phenomena or to design solutions to problems. 3D Science Learning also flips the traditional model of science on its head: Instead of memorizing facts, students ask questions about why the world around them works the way it does. Through this questioning, students discover the principles of science that explain these phenomena.

For example: a unit on sound waves doesn’t start by explaining what a sound wave is. Instead, it asks a question: Why do car windows vibrate when the stereo is turned up?

Supporting the Classroom Transition to 3D Science Instruction

The graph above is from: Taking Stock of Science Standards Implementation

3D Science - Self Evaluation

The materials we use in St. Vrain (Mystery Science and Mystery Packs) are designed for use with 3 Dimensional Science Instruction practices. As we learn more about 3D Instruction and continue to "Make the Shift" in our own classroom instruction, here are some evaluation tools to assist with knowing where we are in this transition.

The evaluation continuums below are intended for teachers to use in guiding and monitoring science practice-based instruction. The levels reflect increasingly sophisticated instruction of the practices and are not grade-level specific; teachers can teach in developmentally appropriate ways at any of these levels. The Continuum is ranked from 1 to 4 (4 being most inline with 3 Dimensional Science Instruction). The practices are grouped into the “Investigating” “Sensemaking” and “Critiquing” practices.

Evaluation Continuums are from NSF sponsored Instructional Leadership for Science Practices

Investigating Practices

The Investigating Practices focus on asking questions and conducting experiments about the Natural World. The product of those investigations is Data. The Continuum is ranked from 1 to 4 (4 being most inline with 3 Dimensional Science Instruction)

Investigating Practices Self Continuum   Investigating Practices Best Practices Video Collection

Sensemaking Practices

The Sensemaking Practices analyze the data looking for patterns and relationships in order to develop Explanations and Models. The Continuum is ranked from 1 to 4 (4 being most inline with 3 Dimensional Science Instruction).

Sensemaking Practices Self Continuum   Sensemaking Practices Best Practices Video Collection

Critiquing Practices

A key element of science, which is often left out of k-12 instruction, is critique. The Critiquing Practices focus on evaluating and arguing about the different explanations and models in order to develop a stronger understanding of the natural world. The Continuum is ranked from 1 to 4 (4 being most inline with 3 Dimensional Science Instruction)

Critiquing Practices Self Continuum   Critiquing Practices Best Practices Video Collection

Science and Engineering Practices Video Showcase