September 6, 2018

Erendira Alatorre
LBS 405
Professor Navarro

Reading Reflection #1 2016 Science Framework Ch.1

1) What is 3-dimensional learning? Describe each dimension

Three dimensional learning is using Science and engineering practices, disciplinary core ideas,
and crosscutting concepts to demonstrate the interconnectedness of different scientific concepts
in learning. Science and engineering practices (SEPS) are the tools students must use for learning
concepts. There are eight SEPs used to capture a range of tools used by scientists and engineers.
The eight SEPs consist of asking questions and defining problems, developing and using models,
planning and carrying out investigations, analyzing and interpreting data, using mathematics and
computational thinking, constructing explanations and designing solutions, engaging in argument
from evidence, and obtaining, evaluating, and communicating information. Disciplinary core
ideas (DCIs) is the foundational knowledge a student acquires which in turn will allow them to
continue their scientific learning beyond the classroom, and/or use scientific ideas to make
decisions and evaluations. Crosscutting concepts (CCCs) “cut across all disciplines of science
and engineering” which can strengthen the understanding of the other dimensions. The CCCs
have been put into seven different concepts which include patterns, cause and effect, scale
proportion and quantity, systems and systems models, energy and matter, structure and function,
and stability and change.
2) What are 3 important shifts in science?

Three important shifts in science are phenomena driven three dimensional learning, coherent
instruction across the curriculum, and learning relevant to student experience and community
needs. Phenomena driven three dimensional learning requires that students must understand
specific phenomena which in turn will encourage student learning. The shift is that students are
not required to entirely explain a phenomena in a single class but instead make progress towards
understanding it by engaging in the three dimensions of science. Coherent instruction across
curriculum is a shift from previous model where subjects from different grades were treated as
“different entities”. Through this coherent instruction students must build upon previous
understanding, by having to revisit previous subjects in different grade levels which leads to
more profound understanding. Learning relevant to to student experience and community needs
is a shift from previous methods requiring students to meet “all standards for all students”
without relating it to their experience. Making learning relevant to student experience will keep
students engaged, and share common experiences with the phenomena that is being taught.

3) How do the NGSS benefit students?

The NGSS benefits students by creating a vision for a student’s learning by centering on the
development of practices and knowledge that can be used in the classroom and beyond the
school setting. The NGSS also ensures a coherent curriculum across different grade levels with
students building upon previous knowledge while using the three dimensions of NRC
Framework. The NGSS also benefits students by having performance expectations that a
students must meet in order to demonstrate mastery in a particular subject. NGSS also supports
September 6, 2018

the idea that students from different backgrounds and needs must be met through “access and
equity” in order to benefit all students.