Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/356
Title: What Are Crosscutting Concepts in Science? Four Metaphorical Perspectives
Authors: Rivet, Ann E.
Weiser, Gary
Lyu, Xiaoxin
Li, Yi
Rojas-Perilla, Diego
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Rivet, A. E., Weiser, G., Lyu, X., Li, Y., & Rojas-Perilla, D. (2016). What Are Crosscutting Concepts in Science? Four Metaphorical Perspectives In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2. Singapore: International Society of the Learning Sciences.
Abstract: To think more productively about the role of crosscutting concepts (CCCs) and how they influence students’ three-dimensional science understandings of phenomena, we took a hermeneutic approach to examine the literature and language of the Next Generation Science Standards and its supporting documents. Using the perspective of Lakoff and Johnson (2003)’s conceptual metaphors, our analysis identified a set of four metaphorical perspectives – CCCs AS LENSES, CCCs AS BRIDGES, CCCs AS TOOLS, and CCCs AS RULES – that the texts use to describe the role of CCCs in three-dimensional science learning. We discuss the affordances and limitations of each perspective, their implications for instruction and assessment design, and directions for future research.
URI: https://repository.isls.org/handle/1/356
https://doi.dx.org/10.22318/icls2016.149
Appears in Collections:ICLS 2016

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