Resources for 3-Dimensional Science Teaching and Learning
The vision of the National Research Council’s publication, A Framework for K-12 Science Education (NRC Framework) and the Oklahoma Academic Standards for Science is based on accumulated research on effective science learning. In this vision (3-dimensional science learning), all students engage in (1) science and engineering practices (SEP) and apply (2) crosscutting concepts (CCC) as a path to develop and apply knowledge of (3) disciplinary core ideas (DCI). Through experiences explaining phenomena, using science models and concepts, and designing solutions to engineering problems, students not only learn science but also develop an identity as science learners and problem solvers. Each Oklahoma Academic Standard for Science incorporates a component of each of the three dimensions for science learning to achieve this vision.
Below is a list of resources that are intended to support educators in understanding the three dimensions for science learning, their components, and their application in classroom instruction.
National Academies of Science Reports
- A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas (2012).
- Ready Set Science: Putting Research to work in K-8 classrooms (2007).
OKSci Teachers Blog Posts
Research and Practice Collaboratory Resources
- Qualities of a Good Anchoring Phenomenon for a Coherent Sequence of Lessons
- Steps to Designing Three Dimensions Assessments
- Crosscutting Concept Question Prompts
- Integrating Science Practices in Assessment Tasks
- Video and Curriculum Resources Bring Engineering Practices to Middle School Students
- STEM Teaching Tools
- Introduction to Formative Assessments - PD Session Part A
- Building Assessment Tasks that Work - PD Session Part B
NSTA Journal Articles
- Science and Children - Elementary Journal
- Science Scope - Middle School Journal
- The Science Teacher - High School Journal
- Journal of College Science Teaching - University Journal
Science Safety
