Barth-Cohen and Wittmann on Crosscutting Concepts as Concepts

Lauren Barth-Cohen and Michael C. Wittmann

Learning About Crosscutting Concepts as Concepts

Despite a growing interest in examining the learning processes involved in three-dimensional science learning, crosscutting concepts are an understudied dimension. We view crosscutting concepts as a type of concept. We argue that crosscutting concepts can be viewed as a kind of concept called a coordination class. We document two types of learning about crosscutting concepts. The first is focused on intuitions that provide a causal explanation, while the second focuses on coherent conceptual systems that are refined over time. In both cases there is an intertwined relationship between multiple crosscutting concepts, with some foregrounded or backgrounded. The results provide a new perspective on three-dimensional science learning that incorporates crosscutting concepts and relevant learning mechanisms.

Barth-Cohen, L. & Wittmann, M. (2020). Learning About Crosscutting Concepts as Concepts. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 557-560). Nashville, Tennessee: International Society of the Learning Sciences.