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The Second Dimension: Crosscutting Concepts

Abstract

"The inclusion of Crosscutting Concepts in the Framework continues a 50-year history in U.S. science education that both scientific knowledge and knowledge about science are important K-12 science education goals. It's the dual agenda for science. The Crosscutting Concepts are best thought of as the learning goals for science literacy. But success hinges on doing the science. The coordination of the three Dimensions reinforces the importance of not separating the doing from the knowing. The alignment of curriculum-instruction-assessment models coordinated around learning progression ideas and research has great potential to organize classrooms and other learning environments around adaptive instruction (targeted feedback to students) and instructed-assisted development. In science over the last century, we have learned how to learn about nature. In education over the last century, we have learned how to learn about learning. As we proceed deeper into the 21st century, let us learn how to meld together these two endeavors. The Framework and the forthcoming NGSS are a great beginning, but successful implementation will only come about through the participation and commitment of teachers."

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