• girl using a drill

CCCs as Power Tools: Are we equitably equipping students to use them?

Do all students have to know they’re using a CCC?

Crosscutting Concepts (CCCs) were included in the Framework for K-12 Science Education as one of the three dimensions of science even though the CCCs hadn’t been explicit in science and engineering education before. They were always implicitly there, of course, underlying the content students learned, but because they were rarely included in learning goals, only a relatively small […]

  • girl looking through fishbowl

Studying Nemo: Real-World Phenomena and Problems?

How realistic should phenomena and problems be?

The whole idea of this blog was inspired by questions we get from the field. One question we’ve been hearing a lot lately is “do phenomena have to be real?”

The importance of phenomena and problems is their role in engaging students and driving […]

Are SEPs in the Science Instruction Cake Batter or Just Sprinkled on Top?

What would it look like for students to progressively develop science and engineering practices?

Over the last decade, we’ve all shifted our focus from inquiry skills to science and engineering practices (SEPs). We’ve seen the work of engaging students in SEPs explode in a good way. It’s becoming normal for students to use models to describe what’s going on or to use claim-evidence-reasoning structures to list evidence and make […]

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