Utilizing Crosscutting Concepts for Science Learning——An analysis of texts related to science curricula in the United States and Germany
The crosscutting concepts(CCCs)are an essential component of compulsory science curriculum.They represent highly abstract and generalized representations of scientific knowledge,characterized by their commonality across disciplines,transferability,progressiveness,as well as both relative independence and interconnection among concepts.The United States and Germany,as pioneers in incorporating CCCs into science curriculum standards and implementing them in practice,have made significant and positive impacts worldwide through their research on CCCs teaching and learning.A systematic analysis of the science curriculum standards and related documents from both countries reveals similarities and differences in how they utilize CCCs to strengthen scientific learning.The United States tends to integrate CCCs with disciplinary core ideas and scientific practices to promote the formation of knowledge-in-use.Germany emphasizes utilizing CCCs to establish connections among various scientific fields and disciplines,facilitating the formation of integrated knowledge.Both countries emphasize the importance of providing explicit and coherent instructional support to students,enabling CCCs to become specific and meaningful teaching elements in science classrooms,and promoting students'gradual understanding and effective application of CCCs.
science educationcrosscutting conceptsknowledge integrationknowledge-in-useteaching and learning