Book chapter
Crosscutting Concepts and Learning Progressions
Handbook of Research on Science Learning Progressions, pp.332-345
Routledge
2024
DOI: 10.4324/9781003170785-22
Abstract
Crosscutting concepts (CCCs) are a set of conceptual tools that are an essential part of doing science, yet these concepts have historically been implicitly rather than explicitly included in science standards and instruction. The authors of the 2012 A Framework for K-12 Science Education explicitly included CCCs as a dimension of science learning but simultaneously recognized that the available research base was insufficient for outlining learning progressions that can inform curriculum, instruction, and assessment. Since the publication of the Framework, very little research has addressed this lacuna, though researchers have made theoretical and empirical progress that informs future research. In this chapter, we start with a synthesis of theoretical contributions to clarify the role of CCCs in strengthening science learning and broadening access to science learning. Then, we review the empirical research to define learning progressions for CCCs. We use the example of the CCC of energy and matter to illustrate how current research into student learning progressions provides insights into what research is still needed. Finally, we propose a path forward for conducting learning progressions research that aligns with the special role that CCCs play in science learning.
Details
- Title: Subtitle
- Crosscutting Concepts and Learning Progressions
- Creators
- Jeffrey NordineOkhee Lee
- Contributors
- Hui Jin (Editor)
- Resource Type
- Book chapter
- Publication Details
- Handbook of Research on Science Learning Progressions, pp.332-345
- Publisher
- Routledge; New York, NY
- DOI
- 10.4324/9781003170785-22
- Language
- English
- Date published
- 2024
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984651158202771
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