Poster #42 - Using Cross-Cutting Concepts to Make Sense of Phenomena: Engaging Diverse Student Groups in Learning Science

• In Event: 35.081 - MTCC Poster Session Eight
  In Poster Session: 35.081-3 - Science Teaching and Learning SIG Poster Session

Abstract

This paper addresses the opportunities and challenges in using crosscutting concepts (CCCs) as tools in NGSS-aligned instructional materials for diverse student groups. While the science education community has articulated disciplinary core ideas (DCIs) and science and engineering practices (SEPs), the role of CCCs in instruction, especially as it relates to diverse student groups, requires further attention. In developing yearlong NGSS-aligned fifth-grade science curriculum, we articulate CCCs as tools all students use during instruction to make sense of phenomena. Through field testing of our instructional materials with diverse student groups, we report lessons learned with regard to integrating CCCs as tools that all students can use to make sense of phenomena.

Authors

• Marcelle Goggins, University of Washington

• Alison Marie Haas, New York University

• Scott Grapin, University of Miami

• Lorena Llosa, New York University

• Okhee Lee, New York University