The Summit for Examining the Potential of Crosscutting Concepts to Support Three-Dimensional Learning in Science and Engineering
The Summit for Examining the Potential of Crosscutting Concepts to Support Three-Dimensional Learning is an NSF funded conference focused on articulating theories of action about how the crosscutting concepts support learning in and across science and engineering disciplines. This 2.5-day invited summit will draw from the expertise of attendees to envision the roles that crosscutting concepts can play in supporting learning across learning environments, and to discuss the implications of those theories on other lines of research (e.g. policy, curriculum, assessment). The summit will result in the development of a proceedings, that will be disseminated within the science education community.
The CCC Summit is coordinated by:
Sarah Fick - [email protected]
Kevin McElhaney - [email protected]
Jeff Nordine - [email protected]
With help from the Organizing Committee:
Cindy Hmelo-Silver (Indiana University)
Joseph Krajcik (Michigan State University)
Lindsey Mohan (BSCS)
Anne Westbrook (BSCS)
Posters of the CCC Summit Models
The workshop will be held at the University of Virginia Darden Sands Family Grounds in Arlington, VA (1100 Wilson Blvd, Arlington, VA 22209).
For more information about facilities, click here.
Attendees will be provided with lodging at the Hyatt Centric Arlington, VA. Lodging arrangements will be made by the conference coordinators, all you need to do is get yourself here!
The conference facility and hotel are conveniently located blocks from Rosslyn Station, and is easily accessible to both Reagan and Dulles International Airports. From Reagan, attendees can easily take the Metro blue line only a few stops to the conference facilities.
In advance of the summit, we ask that applicants prepare a brief (roughly 1000-2000 words) statement describing a theory of action regarding the role(s) of crosscutting concepts in science learning and teaching. Contributions should address the following questions:
What role(s) could the crosscutting concepts play in supporting learning in science? Drawing upon theoretical, design, or empirical learning perspectives, outline a possible mechanism for how crosscutting concepts could support science learning.
How might this theory of action be implemented in a learning environment or classroom setting? Describe at least one concrete example of instructional activities/approaches that describe how crosscutting concepts can be used to support learning in science and/or engineering.
What are key challenges and questions to be addressed by research into the learning and teaching of crosscutting concepts? How can research productively investigate the role(s) of crosscutting concepts in science learning and teaching?
Statements should be well-grounded in existing research, but should also be “forward-looking.” That is, statements should focus on the development of potential new models and the identification of leading-edge ideas and issues to further the field’s understanding of how crosscutting concepts support student learning within/across disciplines and over time. This thinking can be grounded in one or several of the diversity of learning environments that exist.