Such an approach is consistent with all three dimensions of the Next Generation Science Standards, being adopted or adapted in most states of the US that is, not only content on evolution (Disciplinary Core Ideas), but Science and Engineering Practices and Cross-Cutting Concepts (NGSS 2013).
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.
Clearer guidance on how a disciplinary core idea can be integrated with practices and with cross-cutting concepts should spark new approaches to curricula, instruction, and assessments.
These three dimensions, considered essential for an understanding of science, include practices, which describe behaviors and practices engaged in by scientists and engineers, cross-cutting concepts, which apply across and integrate the scientific disciplines, and disciplinary core ideas, which focus on important content (NRC, 2011).
Finally the third dimension is called the "Disciplinary Core Ideas".
Then I will discuss disciplinary core ideas to increase students' understandings of domain specificity.
Numbers following abbreviations indicate the disciplinary core ideas described in NRC, 2012).
The Next Generation Science Standards (NGSS Lead States, 2013) integrate science and engineering practices with disciplinary core ideas and crosscutting concepts.
Another is the inclusion of three dimensions from the NRC Framework practices, cross-cutting concepts, and disciplinary core ideas in each standard.
However, to be effective, CTSAs need to go beyond funding distinct disciplinary cores, and provide more models of integration and interdisciplinary team science.
