Response to “Defining the Third Dimension, A Necessary Precursor to Fulmer et al.’s Challenges”

Fulmer, Gavin W.; Tanas, Jamie; Weiss, Kathleen A.

doi:10.1002/tea.21540

Cited by 1 publication

(2 citation statements)

References 4 publications

(4 reference statements)

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“…Friedrichsen and Barnett (2018) discussed how teachers in a professional learning community that was focused on redesigning course materials to align with new U.S. standards (NGSS Lead States, 2013) did not take up the CCCs for use in their design of materials or assessments. Fulmer et al (2018, 2019) pointed out how the expectations for integration of the CCC into learning environments are not clear across supporting documents, including within rubrics for evaluating the alignment with the U.S. standards (NGSS). In a literature review focused on alignment to the NGSS, Fulmer et al (2018) described the variation in how studies incorporated the CCCs into curriculum materials, assessments, and other materials.…”

Section: Resultsmentioning

confidence: 99%

“…However, this literature review expands on this work by looking at the range of research and theoretical articles that explicitly address CCCs beyond the Framework and standards documents. As is needed by the field (Fick & Arias, 2019; Fulmer et al, 2019), the purpose of this review is to examine how research defines and uses the CCCs.…”

Section: The Cccs As Part Of Three‐dimensional Learningmentioning

confidence: 99%

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A review of literature that uses the lens of the next generation science crosscutting concepts: 2012–2019

Fick

Arias

2022

J Res Sci Teach

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New reforms in science education call for threedimensional learning by integrating disciplinary core ideas, science and engineering practices, and crosscutting concepts (CCCs). These reforms defined the new term, crosscutting concept (CCC), as a lens that has explanatory power across disciplines. To describe how researchers are examining and using the CCCs related to science teaching and learning, a literature review was conducted to identify articles that included the term "crosscutting concept" since its introduction in 2012. The articles were narrowed to those that use the term CCC as a component of the framing, analysis, findings, or discussion of their empirical or nonempirical article. A subset of the identified papers elaborated on the CCCs beyond existing policy documents and references. These papers were open-coded to identify themes in how the CCCs were used. The identified themes suggest that the CCCs are useful for science teaching, learning, and research in terms of creating opportunities to learn, connecting to the big idea, linking to practice, drawing on funds of knowledge, and connecting across topics and disciplines. These themes were analyzed to identify areas of existing focus and those in need of additional research. This synthesis of the literature has implications for using and studying

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