Research Mentor(s)

Duffy, Erin M.

Description

The Next Generation Science Standards call for science learning be composed of scientific practices, crosscutting concepts, and disciplinary core ideas, i.e. “three-dimensional." The class SCED 201 at Western uses the Next Generation Physical Science and Everyday Thinking curriculum, whose publishers claim it to be three-dimensional. A revised version of the Three-Dimensional Learning Assessment Protocol (3DLAP), was used to analyze one unit of the curriculum. Knowing how to revise learning opportunities to engage with each of the three dimensions, will help provide students with learning in line with the NGSS. This poster presents the results of the 3DLAP analysis, and an example of how to adapt a 1-dimensional question to engage students in each of the three dimensions.

Document Type

Event

Start Date

18-5-2020 12:00 AM

End Date

22-5-2020 12:00 AM

Department

Elementary Education

Genre/Form

student projects, posters

Type

Image

Keywords

NGSS; 3-Dimensional Learning Assessment Protocol; 3-Dimensional Learning; Next Gen PET

Rights

Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author’s written permission.

Language

English

Format

application/pdf

Share

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May 18th, 12:00 AM May 22nd, 12:00 AM

Preparing Future Teachers in the Age of NGSS: An Investigation of a Preservice Teacher Curriculum

The Next Generation Science Standards call for science learning be composed of scientific practices, crosscutting concepts, and disciplinary core ideas, i.e. “three-dimensional." The class SCED 201 at Western uses the Next Generation Physical Science and Everyday Thinking curriculum, whose publishers claim it to be three-dimensional. A revised version of the Three-Dimensional Learning Assessment Protocol (3DLAP), was used to analyze one unit of the curriculum. Knowing how to revise learning opportunities to engage with each of the three dimensions, will help provide students with learning in line with the NGSS. This poster presents the results of the 3DLAP analysis, and an example of how to adapt a 1-dimensional question to engage students in each of the three dimensions.

 

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