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The article shows the three dimensions of the NGSS are DCIs, SEPs, and CCs. From the article, we can know that the DCI created a conceptual toolkit that students can use to reason and explai... See More

The article shows the three dimensions of the NGSS are DCIs, SEPs, and CCs. From the article, we can know that the DCI created a conceptual toolkit that students can use to reason and explain the phenomenon. To reach the level of DCI, an idea must meet four criteria: Organizational principles, broad explanatory power, and relevance and meaningful for students, and depth. SEP attempt to capture how the science community produces the essence of knowledge. SEP includes familiar query aspects such as asking questions, planning and conducting surveys and analyzing data. CC provides a set of lenses that can be used to explore and interpret phenomena. Treating CC as a lens suggests that this phenomenon can be studied from different perspectives, leading new and different insights about them. (Duncan, R. G., & Cavera, V, 2015) As for me, I would like to put these three dimensions as the general teaching system to use in my future classroom. The reason is these three dimensions represent the significantly different form of teaching science. With the help of these three dimensions, the scope of my class will be broader, and the understanding of students will be more comprehensive. For example, I will use DCI to engage students in developing solutions designed to solve complex problems; I will use SEP to let students build a system of knowledge; I will use CC to help students understand the phenomenon.