A

Analysis: Analysis is Organizing and interpreting data to bring out its meaning and relevance for use as evidence (NGSS Lead States, 2013a). 

Argumentation: Argumentation is a process for reaching agreements about explanations of natural phenomena in science and the best design solutions in engineering (NGSS Lead States, 2013a).

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C

Claim: A claim is a simple, concise statement about a scientific concept (Alegado & Lewis, 2018).

Computational Thinking: Computational thinking is A process for solving problems using strategies to organize and search data, create sequences of steps called algorithms, and create simulations (NGSS Lead States, 2013a).

Crosscutting Concepts (CCC): CCCs are one of the three dimensions of science. The seven crosscutting concepts are designed to integrate core ideas from all disciplines across science and engineering fields, enabling students to develop a cohesive and scientifically grounded understanding of the world. They are also known as the CCC (National Research Council, 2012).

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D

Data: Data are observations and measurements gained from conducting scientific investigations and/or testing engineering models. 

Disciplinary Core Ideas (DCI): DCIs are one of the three dimensions of science. This small set of key science and engineering concepts is important across multiple disciplines and is teachable over multiple grades at increasing levels of depth and sophistication.​​ It is also known as DCI or core ideas (National Research Council, 2012). 

Disciplines: Disciplines are branches or fields of science such as astronomy, earth science, biology, chemistry, physics, etc.

Discourse: Discourse is the development of ideas and conceptual understanding through talking (Windschitl et al., 2015).

Domain: Domains are groups of core ideas or concepts for learning. There are four domains: Physical science, life science, earth and space science, and engineering, technology, and applications of science (National Research Council, 2012).

Driving Question: A driving question is an open-ended question that helps to initiate and focus inquiry within instruction by challenging students and connecting to the real world (Miller, 2011).

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E

Evidence: Evidence is data used to support a claim or explanation (Windschitl et al., 2015).

Evidence Statements: Evidence statements are measurable descriptions of how students demonstrate proficiency in NGSS Performance Expectations by integrating practices, crosscutting concepts, and core ideas. They provide clarity on expected outcomes without prescribing instruction (NGSS Lead States, 2015).

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F

Framework: A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas is commonly known as the Framework. This text outlines a method to enhance science teaching, build a skilled workforce, and ensure all students learn key crosscutting concepts, science and engineering practices, and disciplinary core ideas in science. Published by the National Academies, it sets the stage for science standards across nearly all 50 states. The aim is to encourage students to pursue science-related fields and issues.

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I

Investigation: Investigation is a process where students systematically explore questions about the world by collecting and analyzing data. Through hands-on, inquiry-based learning, students develop a deeper understanding of phenomena. 

Inquiry: Historically, inquiry has been used to describe a continuum of classroom activities where students engage in varying degrees of hands-on learning and investigating. The Framework defines this as three-dimensional learning to figure out a phenomenon.

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M

Model: A representation that helps students make sense of how things work in the real world. By creating and improving models with input from observations, discussions, and experiments, they can better understand complex ideas, just like scientists do when studying nature. (Park et al., 2019)

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N

Next Generation Science Standards (NGSS): These are national science standards developed in 2013 that integrate the three dimensions of learning from A Framework for K–12 Science Education. The standards are comprised of a series of grade-level Performance Expectations and accompanying Evidence Statements. This is also known as the NGSS.

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P

Performance Expectation (PE): PEs are assessable statements from the Next Generation Science Standards on what students at each grade-level or content area should know and be able to do. (NGSS Lead States, 2013c).

Phenomenon (plural phenomena): Phenomena are observable events in the universe. Students use their own ideas, core ideas, and practices to make sense of phenomena (NGSS Lead States, 2016).

• Anchor phenomena serve as the focus of an entire unit of study (NGSS Lead States, 2016).
• Everyday phenomena relate to personally experienced situations (NGSS Lead States, 2016).
• Investigative phenomena Serve as the focus of an instructional sequence or lesson (NGSS Lead States, 2016)
• Related or parallel phenomena rely on the same or similar science concepts to the current unit’s anchor phenomena.  They can help students see connections or apply understanding to novel situations
• Relevant phenomena highlight how science concepts help explain aspects of real-world contexts or design solutions that matter to students, their communities, and society (NGSS Lead States, 2016).

Progression: Progression describes how students’ understanding of core ideas, practices, and crosscutting concepts develops over time. Learning progressions are available as appendices to the Next Generation Science Standards (National Research Council, 2012).

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R

Reasoning: Reasoning is a statement applying scientific principles and evidence to explain a claim (Alegado & Lewis, 2018).

Rebuttal: A rebuttal is a statement describing a misconception about a scientific concept that is refuted using additional evidence and reasoning (Alegado & Lewis, 2018).

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S

Scaffolds: Scaffolds are instructional resources and strategies that provide each student with what they need to access the work without changing the grade-level goal. Scaffolds are temporary and should be removed when students can access the work independently. (UnboundEd, 2020).

Science and Engineering Practices (SEP): SEPs are one of the three dimensions of science that define the actions of science. They emphasize the importance of combining skills with knowledge. Students engage in “inquiry” by doing science to foster a deeper understanding.  (National Research Council, 2012).

Science Literacy: Science literacy means understanding how science works, telling real science apart from fake, and recognizing that science changes with new findings and has limits. (MacKenzie, 2023)

Sensemaking: Sensemaking is the process of actively figuring out how the world works (science) or how to design solutions to problems (engineering). Students make sense of phenomena using their own ideas, core ideas, and practices (National Science Teaching Association, n.d.).

Storylines: A storyline is a coherent sequence of lessons that use the three dimensions of learning to help students make sense of a phenomenon. At each step, students make progress to figure out a piece of a science idea. These explanations are combined to explain the phenomenon (Next Generation Science Storylines, n.d.).

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T

Three-Dimensional Learning: Three-dimensional instructional experiences that require students to integrate and purposefully use the three dimensions of science learning — Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts — to deepen their understanding (NGSS Lead States, n.d.).