3D Teaching and Learning
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3D Teaching and Learning
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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
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