Engaging Students in Science: Using Crosscutting Concepts to Prompt Student Sensemaking of Phenomena

“A Framework for K–12 Science Education” identifies three dimensions around which K–12 science instruction must be built [1]. One of these dimensions, crosscutting concepts (CCC), unifies the study of science and engineering across all domains of both disciplines. Though the dimension of CCC is essential to support students in learning science and engineering, it is also the least understood.

This TI STEM Exchange session provided attendees with meaningful insights on how to implement the dimension of crosscutting concepts to structure student thinking, using prompts that engage them in reasoning about how and why phenomena occur. The session presenters shared how embedding the CCC in classroom questions and prompts can provide formative assessment opportunities that focus student thinking and support their making sense of phenomena.