Understanding Three-Dimenstional Instruction
Krajcik (2015) discusses how the Next Generation Science Standards (NGSS) have resulted in science instruction shifting from traditional science content teaching and performance of science e... See More
Krajcik (2015) discusses how the Next Generation Science Standards (NGSS) have resulted in science instruction shifting from traditional science content teaching and performance of science experiments to three-dimensional instruction consisting of crosscutting concepts, disciplinary core ideas, and science and engineering practices. One of the significant differences between the two instructional methods is that three-dimensional learning promotes students trying to make sense of a phenomenon or solve a problem. Students may collaboratively create models, design investigations, think critically, solve problems, and use evidence to make arguments. As students engage in three-dimensional learning, they develop a deeper understanding of the phenomenon, transfer skills and knowledge learned to other situations, and become curious about science in the world around them. Krajcik (2015) suggests environmental challenges and hobbies for implementing three-dimensional learning (Krajcik, 2015).
The article has merit because it cites the NGSS, the National Research Council, and the National Science Foundation as a basis for its claims (Krajcik, 2015). Linking a Georgia Standard of Excellence to phenomena is another way that merit is established in the article. Furthermore, getting insight from an elementary school teacher, a middle school teacher, and a college teacher also adds merit to the article. The article provides a real-world connection between three-dimensional learning and what scientists and engineers do daily.
Krajcik (2015) presents three-dimensional instruction clearly and concisely in an informative and easy-to-understand manner. Classroom science teachers can use the suggestions for locating phenomena to engage their students in three-dimensional learning. Others might use the information in the article as a way to plan informal learning opportunities that are connected to the phenomena. The information is relevant because all teachers are not familiar with the concept of three-dimensional teaching and learning. Thus, this article can serve as a resource to help teachers understand and transition to three-dimensional instruction. However, one component that needed to be added was a discussion of what assessment looks like for three-dimensional learning. Because these lessons can extend over several weeks or months, teachers need to be intentional about the formative and summative assessments that will be used. I would recommend this article to teachers interested in learning about three-dimensional teaching.
Reference:
Krajcik, J. (2015). Three-dimensional instruction: Using a new type of teaching in the science classroom. Science and Children, 53(3), 6-8.