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Teachers with 3-D science experience completed surveys in summer and winter 2020, and summer respondents joined semistructured interviews. After a near-total spring collapse, fall showed partial recovery, yet hands-on investigations, small-group discussion, and whole-class meaning-making remained about half of pre-crisis levels, informing suggestions for sustained online components.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/aera-open-no-1-article-on-3-d-science-learning-during-covid-19/590102/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/aera-open-no-1-article-on-3-d-science-learning-during-covid-19/590102.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about elementary science during COVID-19?","Question",{"text":112,"@type":113},"It examines how the move online during spring 2020 affected 3-dimensional science learning in elementary classrooms and how practices changed again when school resumed in fall 2020.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were teachers’ experiences collected in the study?",{"text":117,"@type":113},"Teachers completed two surveys in summer and winter 2020, and a subgroup from the summer survey participated in semistructured interviews.",{"name":119,"@type":110,"acceptedAnswer":120},"What instructional practices declined during the initial COVID-19 shift?",{"text":121,"@type":113},"After a near-total collapse, fall 2020 still showed only about half the pre-crisis prevalence of hands-on investigations, small-group discussions, and all-class meaning-making.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590102,1792211371,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2021, Vol. 7, No. 1, pp. 1–12 DOI: 10. 1177/23328584211065714  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2021. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nSome Lessons From Elementary School Teachers’ Experiences of 3-D Science in the Time of COVID  \nRoger G. Tobin  \nTufts University  \nSara J. Lacy  \nSally Crissman  \nTERC  \nIn spring 2020, COVID-19 seismically shifted the education landscape as schooling moved online. We report a small-scale mixed-methods study of how that upheaval affected three-dimensional science learning in elementary school classrooms, and how the situation changed when school resumed, in modified form, in fall 2020. Teachers with experience in 3-D science instruction completed two surveys, in summer and winter 2020, and a subgroup of the summer respondents participated in semistructured interviews. After a near-total collapse of science instruction in the spring, the fall brought a partial return to normalcy, but the prevalence of practices such as hands-on investigations, small-group discussions, and all-class meaningmaking was still only about half what it had been before the crisis. Based on the survey data and teachers’comments, we offer suggestions for a future in which aspects of online learning may be a permanent part of the educational environment.  \nKeywords: elementary schools, in-depth interviewing, instructional practices, instructional technologies, mixed methods, online instruction, professional development, school/teacher effectiveness, science education, survey research  \nBackground  \nThe Next Generation Science Standards (NGSS) and the Framework for K–12 Science Education called for a shift in science pedagogy for elementary teachers—for many a dramatic shift (National Academies of Sciences, Engineering, and Medicine, 2019, 2020; National Research Council, 2012; NGSS Lead States, 2013) . Teachers are asked to support “three-dimensional” (3-D) learning—to integrate a challenging progression of core disciplinary ideas, crosscutting concepts, and science and engineering practices. This vision includes understanding science as practice and as away of knowing rather than just as a body of facts and requires viewing students as epistemic agents “who take, or are granted, responsibility for shaping the knowledge and practice of a community”(Stroupe, 2014, p. 488) . Teachers no longer “tell,” but rather help their students figure out. NGSS-aligned lessons are typically framed around a realworld phenomenon and a related question for students to explore and investigate.  \nWhile there is no single instructional approach that is optimal across all topics, grades, and contexts, attributes of successful approaches include giving students opportunities to engage in investigation themselves; providing opportunities  \nfor them to interact socially, exchanging and debating ideas; and building a community of learners that works together to build understanding (National Academies of Sciences, Engineering, and Medicine, 2019; National Research Council, 2007) . Learning to orchestrate and facilitate such 3-D learning has required considerable work on the part of teachers, but some have embraced it. In our various identities as educators, curriculum developers, education researchers, and scientists, we are firmly convinced of the critical importance of science education with these characteristics and are committed to supporting its implementation. We have found three components of 3-D science instruction to be particularly important and have made them central to the curricula we have developed: hands-on activities, small group work, and all-class meaning-making discussions, in which students present and discuss their small-group work (Michaels & O’Connor, 2012; Windschitl et al., 2018) . While these specific practices may not be either neces","cbCaivAdqj7Np7p9","https://ap.wps.com/l/cbCaivAdqj7Np7p9","pdf",1085070,12,"English","# Background\n## 3-D Science Learning and NGSS Vision\n## Instructional Practices and Teacher Support\n## COVID-19’s Shift to Remote Education\n## Research Need and Study Focus","[{\"question\":\"What does the study investigate about elementary science during COVID-19?\",\"answer\":\"It examines how the move online during spring 2020 affected 3-dimensional science learning in elementary classrooms and how practices changed again when school resumed in fall 2020.\"},{\"question\":\"How were teachers’ experiences collected in the study?\",\"answer\":\"Teachers completed two surveys in summer and winter 2020, and a subgroup from the summer survey participated in semistructured interviews.\"},{\"question\":\"What instructional practices declined during the initial COVID-19 shift?\",\"answer\":\"After a near-total collapse, fall 2020 still showed only about half the pre-crisis prevalence of hands-on investigations, small-group discussions, and all-class meaning-making.\"}]","AERA Open - No 1 - Article on 3-D Science Learning During COVID-19 | PDF",1792068799]