Maybe you have a good grasp of disciplinary core ideas and science and engineering practices-critical parts of the Next Generation Science Standards-but you are looking for more resources about integrating crosscutting concepts (CCCs). Or maybe you understand CCCs but want to know more about how to make them part of your students' toolkit for exploring science phenomena or engineering problems, both now and in the future. Regardless of your needs, Crosscutting Concepts is your guide. It shows how to design and implement three-dimensional instruction for all students by understanding the potential of CCCs to strengthen science and engineering teaching and learning. Crosscutting Concepts helps you do the following: Grasp the foundational issues that undergird crosscutting concepts. You'll find out how CCCs can change your instruction, engage your students, and broaden access and inclusion of all students into your science classroom. Gain in-depth insights into individual crosscutting concepts. You'll learn how to use each CCC across disciplines, understand the challenges students face in learning CCCs, and adopt exemplary teaching strategies. Discover how CCCs can strengthen the way you teach key topics in science. These topics include the nature of matter, plant growth, and weather and climate, as well as engineering design. Understand related implications for science teaching. These topics include student assessment and teacher professional collaboration. Throughout Crosscutting Concepts, vignettes drawn from the authors' own classroom experiences will help you put theory into practice. Instructional Applications show how CCCs can strengthen your planning. Classroom Snapshots feature practical ways to use CCCs in discussions and lessons. Useful for teachers at all grade levels, this book will enrich your own understanding while showing you how to use CCCs for both classroom teaching and real-world problem solving.

This volume presents current thoughts, research, and findings that were presented at a summit focusing on energy as a cross-cutting concept in education, involving scientists, science education researchers and science educators from across the world. The chapters cover four key questions: what should students know about energy, what can we learn from research on teaching and learning about energy, what are the challenges we are currently facing in teaching students this knowledge, and what needs be done to meet these challenges in the future? Energy is one of the most important ideas in all of science and it is useful for predicting and explaining phenomena within every scientific discipline. The challenge for teachers is to respond to recent policies requiring them to teach not only about energy as a disciplinary idea but also about energy as an analytical framework that cuts across disciplines. Teaching energy as a crosscutting concept can equip a new generation of scientists and engineers to think about the latest cross-disciplinary problems, and it requires a new approach to the idea of energy. This book examines the latest challenges of K-12 teaching about energy, including how a comprehensive understanding of energy can be developed. The authors present innovative strategies for learning and teaching about energy, revealing overlapping and diverging views from scientists and science educators. The reader will discover investigations into the learning progression of energy, how understanding of energy can be examined, and proposals for future directions for work in this arena. Science teachers and educators, science education researchers and scientists themselves will all find the discussions and research presented in this book engaging and informative.

This volume presents current thoughts, research, and findings that were presented at a summit focusing on energy as a cross-cutting concept in education, involving scientists, science education researchers and science educators from across the world. The chapters cover four key questions: what should students know about energy, what can we learn from research on teaching and learning about energy, what are the challenges we are currently facing in teaching students this knowledge, and what needs be done to meet these challenges in the future?
Energy is one of the most important ideas in all of science and it is useful for predicting and explaining phenomena within every scientific discipline. The challenge for teachers is to respond to recent policies requiring them to teach not only about energy as a disciplinary idea but also about energy as an analytical framework that cuts across disciplines. Teaching energy as a crosscutting concept can equip a new generation of scientists and engineers to think about the latest cross-disciplinary problems, and it requires a new approach to the idea of energy.
This book examines the latest challenges of K-12 teaching about energy, including how a comprehensive understanding of energy can be developed. The authors present innovative strategies for learning and teaching about energy, revealing overlapping and diverging views from scientists and science educators. The reader will discover investigations into the learning progression of energy, how understanding of energy can be examined, and proposals for future directions for work in this arena.
Science teachers and educators, science education researchers and scientists themselves will all find the discussions and research presented in this book engaging and informative.