NGSS crosscutting concepts and core ideas are intended to be used as evidence to support explanations and arguments. I have found several lists of Chemistry core ideas online, but I don’t think I would give the ones I have seen to my students because they are either too long or written with language that I don’t think is suitable for novice learners of Chemistry. I have compiled a list of the crosscutting concepts and 12 core ideas for high school Chemistry that my students could use to support the explanations and arguments I will be asking them to write.
I attended a professional development session on the NGSS earlier this week by Brett Moulding and Nicole Paulson based on the book they wrote with Rodger Bybee, A Vision and Plan for Science Teaching and Learning. The authors propose the “gathering-reasoning-communicating” (GRC) structure as a simplified way of thinking about the Science and Engineering Practices. Reasoning is the keystone of the GRC structure and the primary thing we want science students to be doing. “Gathering” provides the raw materials for reasoning and “communicating” helps us know that reasoning has taken place.
I first learned about argument driven inquiry through a post written by Ben Meacham. I was interested in both the stoichiometry lab and the way that it was presented to the students through Argument Driven Inquiry. This lead me to the Argument Driven Inquiry (ADI) website. The website provided many resources.
Have you used the Argument Driven Chemistry book or resources? Read more about it here.
The focus of this article will be on how to incorporate the first science and engineering practice, asking questions, into your chemistry instruction. The most common professional development technique I have encountered regarding this practice is Question Formulation Technique (QFT).