![]() Teachers and administrators often ask how often each of the three dimensions should be used, but this is the wrong question to ask. As a result, learners can figure out more complex phenomena or design solutions to more perplexing problems. None of the dimensions can be used in isolation they work together so that students can build deeper understanding as they grapple with making sense of phenomena or finding solutions to problems. If we want students to learn content and apply their knowledge, then they must use the SEPs and CCs with the DCIs together. However, research clearly shows that learning content cannot be separated from the doing of science (NRC 2007). Learning content is important and necessary it gives students usable knowledge of the big ideas of science, which serve as tools for thinking about and figuring out phenomena. My focus, however, was on students learning the content rather than on having them make sense of phenomena. When I started my teaching career, I frequently engaged students in labs or had them observe a demonstration so they could experience science first- or secondhand. What is different with three-dimensional learning? Every student will benefit from this new instructional approach. Three-dimensional learning also helps students learn to apply new knowledge to other situations. Classrooms incorporating three-dimensional learning will have students build models, design investigations, share ideas, develop explanations, and argue using evidence, all of which allow students to develop important 21st century skills such as problem solving, critical thinking, communication, collaboration, and self management (NRC 2012a). 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 (see Duncan and Cavera 2015). This emphasis on figuring out is new, provocative, and exciting, and it represents a revolution in how we teach science at all grade levels. 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. ![]() Science teaching and learning in the United States are at a pivotal point. SS - November 2015 Three-Dimensional Instruction: Using a New Type of Teaching in the Science Classroom
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