{"id":99,"date":"2025-11-04T09:18:40","date_gmt":"2025-11-04T17:18:40","guid":{"rendered":"https:\/\/labs.wsu.edu\/caire\/?page_id=99"},"modified":"2026-10-09T13:21:54","modified_gmt":"2026-10-09T20:21:54","slug":"3dlp-project","status":"publish","type":"page","link":"https:\/\/labs.wsu.edu\/caire\/3dlp-project\/","title":{"rendered":"3DLP"},"content":{"rendered":"
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Three-Dimensional Learning Progression (3DLP)<\/span><\/div>\n\t\t\t\t\t\t\t\t\t
\n\t\t\t\tDeveloping and Testing a Learning Progression for Middle School Physical Science\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n<\/div>\n\n\n\n
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Project Description<\/h2>\n\n

The 3DLP project focuses on developing and empirically testing a three-dimensional learning progression (LP) for middle school physical science that integrates Disciplinary Core Ideas (DCIs), Science and Engineering Practices (SEPs), and Crosscutting Concepts (CCCs) as articulated in the Next Generation Science Standards (NGSS).<\/p>\n\n

Rather than treating the three dimensions as separate instructional goals, the project brings them together to model how students develop knowledge-in-use over time as they engage with complex phenomena and problem-solving tasks. The learning progression is designed to capture multiple intermediate pathways that students may follow as they integrate ideas about matter, energy, and interactions while constructing explanations and developing models. This approach supports a more coherent understanding of how students’ scientific reasoning develops across contexts and instructional experiences.<\/p>\n <\/div>\n\n