In the decade following the release of the Next-Generation Science Standards in the United States, many efforts have occurred to reform K-12 science teaching. While not all states have adopted NGSS, 48 of 50 have adopted standards that are consistent with the underlying philosophy and research base of NGSS: three-dimensional (3D) science. This scoping review explores the research activity on classroom implementation of 3D Science in secondary schools in the US. The findings reveal that research about 3D Science implementation also touches on a wide array of adjacent issues, including professional learning, teacher knowledge, teacher attitudes and beliefs, assessment, and administrative support. Future research should continue to investigate the impacts of actions taken in one level of the system (i.e. professional development for teachers) on other levels of the system (i.e. classroom practice, student learning), as well as the challenges and barriers that hinder classroom implementation of the new standards.
Smith, C. M., Leary, H. M., Jensen, J. L., & Sansom, R. L. (2024). Ten years of three-dimensional science and its implementation in the secondary classroom: A scoping review. Journal of Science Teacher Education, 36(4), 425–443. https://doi.org/10.1080/1046560X.2024.2411467