by Peter A’Hearn
The NGSS has defined science learning as three-dimensional. There are Core Ideas and Science and Engineering Practices, which seem similar to content from the old standards. Then there’s this new thing- the Crosscutting Concepts.
So… do we really need the crosscutting concepts? How important are they to science? Consider a few examples from the history of science:
Galileo used a new tool, the telescope, which let him observe the universe at a different SCALE. He observed PATTERNS which he tried to establish CAUSE AND EFFECT relationships to explain. He ended up supporting a new SYSTEMS MODEL of the solar system.
Darwin observed PATTERNS in the distribution of living things. His reading of geology led him to understand the vast SCALE of time for change to occur. He connected a series of CAUSE AND EFFECT relationships that both explained STRUCTURE AND FUNCTION in living things and STABILITY AND CHANGE of species over time.
Understanding global climate change required the observation of PATTERNS of climate over long and short time SCALES and identifying a CAUSE AND EFFECT relationship that could account for those patterns. To truly understand STABILITY AND CHANGE in Earth’s climate, complex SYSTEMS MODELS had be developed to account for the many ways that ENERGY AND MATTER flow and cycle through Earth’s SYSTEM.
I have found that the Crosscutting Concepts can be challenging to explain to classroom teachers, but are always easy to explain to working scientists and engineers. Dr. Dave Polcyn, on first seeing a presentation on the NGSS Crosscutting Concepts, said, “This describes how we [scientists] think, but I don’t think I’ve ever seen it just listed this way!” I have had similar reactions from wildlife biologists, physicists, and engineers, who regard the crosscutting concepts as obvious, if usually unstated.
These encounters have led me to an easy shorthand for the three dimensions of NGSS:
The Disciplinary Core Ideas are what scientists and engineers KNOW
The Science and Engineering Practices are what scientists and engineers DO
The Crosscutting Concepts are how scientists and engineers THINK
Read more at http://www.classroomscience.org/do-we-really-need-a-third-dimension#more-12631
The NGSS has defined science learning as three-dimensional. There are Core Ideas and Science and Engineering Practices, which seem similar to content from the old standards. Then there’s this new thing- the Crosscutting Concepts.
So… do we really need the crosscutting concepts? How important are they to science? Consider a few examples from the history of science:
Galileo used a new tool, the telescope, which let him observe the universe at a different SCALE. He observed PATTERNS which he tried to establish CAUSE AND EFFECT relationships to explain. He ended up supporting a new SYSTEMS MODEL of the solar system.
Darwin observed PATTERNS in the distribution of living things. His reading of geology led him to understand the vast SCALE of time for change to occur. He connected a series of CAUSE AND EFFECT relationships that both explained STRUCTURE AND FUNCTION in living things and STABILITY AND CHANGE of species over time.
Understanding global climate change required the observation of PATTERNS of climate over long and short time SCALES and identifying a CAUSE AND EFFECT relationship that could account for those patterns. To truly understand STABILITY AND CHANGE in Earth’s climate, complex SYSTEMS MODELS had be developed to account for the many ways that ENERGY AND MATTER flow and cycle through Earth’s SYSTEM.
I have found that the Crosscutting Concepts can be challenging to explain to classroom teachers, but are always easy to explain to working scientists and engineers. Dr. Dave Polcyn, on first seeing a presentation on the NGSS Crosscutting Concepts, said, “This describes how we [scientists] think, but I don’t think I’ve ever seen it just listed this way!” I have had similar reactions from wildlife biologists, physicists, and engineers, who regard the crosscutting concepts as obvious, if usually unstated.
These encounters have led me to an easy shorthand for the three dimensions of NGSS:
The Disciplinary Core Ideas are what scientists and engineers KNOW
The Science and Engineering Practices are what scientists and engineers DO
The Crosscutting Concepts are how scientists and engineers THINK
Read more at http://www.classroomscience.org/do-we-really-need-a-third-dimension#more-12631