3D Teaching and Learning

docx

School

University of Nairobi *

*We aren’t endorsed by this school

Course

104

Subject

Statistics

Date

Nov 24, 2024

Type

docx

Pages

Uploaded by MegaMule2426

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.

3 When I consider the topic of 3D learning, I often wonder if everyone's perspective should be based on the same worldview. After giving this question some thought, I realised that different people may have different ideas of what "three-dimensional learning" means. Participating in the Framework and the NGSS over the past few years has greatly expanded my knowledge of 3D learning (Bogusevschi et al., 2020). Several researchers (Bogusevschi et al., 2020) came to this conclusion. The Next Generation Science Standards (NGSS) promote three-dimensional learning, which has the potential to be revolutionary. The NGSS's new framework has the potential to spark a scientific revolution, and it very well may do so. The study of causation and the development of efficient solutions to issues that arise in a spatially explicit classroom requires students to apply the fundamental ideas, transdisciplinary frameworks, and empirical methodologies of their subjects. References Bogusevschi, D., Muntean, C., & Muntean, G. M. (2020). Teaching and learning physics using 3D virtual learning environment: A case study of combined virtual reality and virtual laboratory in secondary school. Journal of Computers in Mathematics and Science Teaching , 39 (1), 5-18. Duncan, R. G., & Cavera, V. L. (2015). DCIs, SEPs, and CCs, oh my! Understanding the three dimensions of the NGSS. The Science Teacher , 82 (7), 67. https://static.nsta.org/pdfs/samples/tst1507_67.pdf

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version