Defining the Third Dimension, A Necessary Precursor to Fulmer et al.’s Challenges
Elementary and Early Childhood Education
Recognizing the pressing need for ways to support the three‐dimensional learning described in new reforms, we see value in Fulmer, Tanas, and Weiss's (2018) identification of challenges characterizing the alignment of curriculum with NGSS. However, we see a fundamental problem that needs to be addressed before we can have substantive discussion about NGSS‐alignment: deciding what the crosscutting concepts (CCCs) are and how they should be included in science teaching and learning.
Journal of Research in Science Teaching
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