The fundamental aim of the introduction of 3-D science standards was to change science teaching as we knew it. Instead of focusing on rote memorization, 3-D science standards highlight important skills such as research, communication, and analytical thinking. While content knowledge is still part of the standards, the focus is on teaching students how to engage with new knowledge, answer questions and solve problems, and make connections between the different scientific disciplines—as well as relating science to the real world.
You know something, though—for a non-specialist teacher, it can be a lot to take in! Science and engineering practices (SEPs)? Crosscutting concepts (CCCs)? Disciplinary core ideas (DCIs)? What do all of these things actually mean in practice and how do you bring them together in the classroom?