Sentence examples for crosscutting concept from inspiring English sources

Most national-level curriculum reform efforts identify energy as a core concept for all STEM disciplines, and the new National Research Council NRCC) Framework for K 12 Science Education NRCC, 2012) proposes that energy be considered both a "disciplinary core idea" and as a "crosscutting concept"—the only topic to be singled out in this way.

In Songer et al. ([2009]) and Gotwals and Songer ([2013]), the core idea biodiversity is blended with the crosscutting concept patterns and three fused practices: planning and carrying out investigations, analyzing and interpreting data, and constructing explanations.

The second dimension refers to seven crosscutting concepts the report says belong in every course, such ideas as scale and proportion, stability and change, and cause and effect.

They are also modular to accommodate a variety of learning activities that help young students to learn crosscutting concepts and engineering practice.

In the RESPeCT project, which started after the release of the NGSS, these content learning goals focused largely on NGSS-defined disciplinary core ideas and crosscutting concepts.

Songer has advanced the notion of 'fused' practices as a strategy for bundling together NGSS core ideas, crosscutting concepts, and science and engineering practices.

This recommendation is also aligned with the association of NOS and teaching crosscutting concepts in the NRC K-12 framework and in the Next Generation Science Standards (REFS).

Consequently, students are often disinterested in science and math when they learn in an isolated and disjoined manner missing connections to crosscutting concepts and real-world applications.

The goal in STeLLA work is for teachers and students to develop understandings of key science ideas and related crosscutting concepts through the use of science practices such as analyzing and interpreting data and constructing explanations (STeLLA strategies 4 and 5, see Fig. 2).

The learning challenge might also be caused by their inability to acknowledge "dynamic equilibrium," (Meir et al. 2005) which is closely related to one of the seven crosscutting concepts summarized in the National Research Council's (NRC) Framework for K-12 Science Education (2012)—stability and change.

As suggested by Moore et al. 2014, engineering design challenges and other projects can be complex and involve both science and mathematics, but an essential ingredient is the skill of the teacher to facilitate conversations embracing this complexity, highlighting crosscutting concepts and aspects of science and engineering practices that unify the many "parts".