3D Teaching and Learning

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University of Nairobi *

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104

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Statistics

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Nov 24, 2024

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docx

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3

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1 3D Teaching and Learning Student’s Name Course Number Instructor Institution Date
2 3D Teaching and Learning The question I have to start with is, "What are the Next Generation Science Standards' three dimensions?" Based on what I've found. According to presentations made at the 2015 NSTA national conference in Chicago (Duncan & Cavera, 2015), the Next Generation Scientific Standards include discipline core ideas, scientific and engineering procedures, and crosscutting concepts. Nonetheless, the new benchmarks present a wide range of scientific literacy demonstrations. Many of our educational goals, methods, and evaluations need to be reconsidered in light of these variances. Students are encouraged to use Three-Dimensional Learning tools such disciplinary core ideas, cross-cutting concepts, and scientific procedures to inquire into, assess, and describe why and how phenomena occur, and to offer solutions to problems. Using scientific and technological approaches, as well as disciplinary central ideas and crosscutting conceptions, students are able to make sense of events and give feasible answers to problems (Duncan & Cavera, 2015). Anyone familiar with the Framework for K-12 Science Education will recognise this as a significant departure from the NGSS. In this context, "3D learning" means considering a phenomenon from multiple angles in order to draw sound judgements about it. As a result, there has been a dramatic shift in how science is presented in schools. It is not enough to just examine practises and crosscutting constructs in isolation if you want your students to grasp the key principles contained in the curriculum. Rather, they complement one another in assisting students in making meaning of occurrences and developing original approaches to solving problems (Duncan & Cavera, 2015). Understanding the significance of phenomena and developing practical answers are central to both the curriculum and the instruction.
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