Unpacking the Ontology of Crosscutting Concepts in Science

• In Event: Unpacking and Enacting the Next Generation Science Standards

Abstract

There is much deliberation in science education about what crosscutting concepts are and why they matter in learning and teaching science, hampering efforts to move reforms in instruction, curriculum and assessment forward towards the goals laid out in the Framework and the NGSS. This paper aims to unpack and clarify the ontological meaning of crosscutting concepts (CCCs) and its relationship to the other dimensions, and draw implications for instruction that is truly three-dimensional based on this analysis. Defining an ontology of CCCs as distinct from disciplinary core ideas (DCIs) and scientific and engineering practices (SEPs) is a first fundamental step towards clarifying this dimension and addressing the vagueness that has plagued efforts to address three-dimensional science learning to date.

Author

• Ann Rivet, Teachers College Columbia University