Welcome back to episode 15 of the ready, set, science podcast. I am so excited to talk to you today about 3D science teaching and how we can use the NGSS to support ongoing improvements in our science teaching. So are you ready? Let’s teach science!
Science is not just about memorizing facts and conducting experiments in a sterile lab environment; it is an ever-evolving process of understanding the natural world and its complexities. To foster a deeper understanding and love for science, educators need to adopt a multifaceted approach to teaching that goes beyond traditional methods. This is where the 3 dimensions of science teaching come into play.
What does 3 dimensional teaching mean?
The 3 dimensions refers to the 3 parts of the NGSS (disciplinary core ideas, science and engineering practices and cross cutting concepts) and how they fit together.
It is the concepts of shifting from a content focused to a balanced focus on knowledge and skills
Quote from Nicole Van Tassel of iexplore science: “We are teaching our students to think, to solve problems, and to be creative. These are the skills and mindsets they will need as they leave our education system.”
They include:
The content, known as the disciplinary core ideas (DCIs)
The science skills, known as the science and engineering practices (SEPs)
The lenses to view the natural world, known as the crosscutting concepts (CCCs)
Breaking the 3 parts down
Part 1: DCIs
These represent the foundational concepts and principles within each scientific discipline, such as physics, chemistry, biology, and earth science.
DCIs are the essential building blocks that help students make sense of the natural world and understand the fundamental principles that govern it.
A successful science teacher ensures that students comprehend these core ideas by using real-life examples, hands-on experiments, and practical applications.
Presenting DCIs in a meaningful context sparks curiosity and helps students see the relevance of scientific concepts in their everyday lives. It also encourages them to ask questions, make connections, and think critically, fostering a deeper understanding of the material.
Part 2: SEPs
The science and engineering practices are like the tools a student uses to explore and make sense of the DCIs.
They are crucial for nurturing students' scientific inquiry and problem-solving skills.
These practices mirror the activities that scientists and engineers undertake in the real world to deepen their understanding and develop innovative solutions to real-world challenges.
These are PURPOSEFUL skills, not just skills to know.
There are 8 SEPs:
Ask Questions.
Develop and Use Models.
Plan and Carry out Investigations.
Analyze and Interpret Data.
Use Mathematics and Computational Thinking.
Construct Explanations.
Engage in Argument from Evidence - including dialogue.
Obtain, Evaluate, and Communicate Information.
Science teachers should encourage students to participate actively in these practices, empowering them to think and act like scientists.
Engaging in hands-on experiments, collaborative projects, and data analysis not only deepens their comprehension but also cultivates valuable skills such as critical thinking, teamwork, and effective communication.
Part 3: CCCs
The crosscutting concepts are the lenses to view the natural world that students will see weaved throughout all of the DCIs.
They act as a unifying thread that connects various scientific disciplines.
They are fundamental concepts that are not tied to a specific field of study and provide a framework for understanding the interconnectedness of different scientific domains.
There are 7 CCCs:
patterns
cause and effect
scale, proportion, and quantity
systems and system models
energy and matter
structure and function
stability and change
By emphasizing CCCs in science teaching, educators enable students to see the unity of science and its relevance across different scientific fields.
This holistic perspective encourages students to think critically and make connections between seemingly disparate scientific concepts.
Common mistakes when implementing 3D Science
Trying to implement all 3 dimensions at the same time
Focusing too much on the DCIs and not enough on the SEPs
Trying to fit your old materials into the new standards without updating them
Giving the students TMI and not letting them figure it out
Don’t trust that everything is NGSS just because it says that it is.
Encouraging students to explore the core ideas, practice scientific inquiry, and recognize the interconnectedness of scientific concepts will not only deepen their understanding of the natural world but also inspire them to pursue careers in science and contribute to the advancement of knowledge and innovation.
By adopting this multifaceted approach, we can foster a generation of scientifically literate individuals who are well-equipped to address the challenges of our ever-changing world.
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