Integrating Three-Dimensional Learning and Claim-Evidence-Reasoning for Deeper Science Understanding

This paper proposes an instructional model that integrates Three-Dimensional Learning (3D) and the Claim-Evidence-Reasoning (CER) framework to enhance science education in response to the decline in Thai students’ science performance, as reported in the PISA 2022 results. The 3D-CER framework merges the three core dimensions of science learning-Science and Engineering Practices (SEPs), Crosscutting Concepts (CCCs), and Disciplinary Core Ideas (DCIs)-with the structured explanatory process of CER, which helps students formulate claims, support them with evidence, and justify them with reasoning. The integration facilitates deeper conceptual understanding and promotes students’ ability to construct scientific explanations through authentic inquiry. The paper highlights how each component of CER maps onto SEPs, creating a coherent process for developing, testing, and revising scientific ideas. It also underscores the critical role of scientific modelling, particularly through tools like SageModeler, in enabling students to visualise systems and refine their thinking. Pedagogical implications include the need for professional development, curricular redesign, and the integration of modelling practices into classroom instruction. The proposed 3D-CER framework serves as a robust pedagogical response to improve scientific literacy, foster critical thinking, and engage students with real-world scientific challenges.