Science and Engineering Practices

The Ultimate Guide to

Science and Engineering Practices

What Are Science and Engineering Practices?

Designed to be taught in a real-world context

Science and engineering practices (SEPs) are a key part of 3-D learning. These practices mirror the skills that scientists and engineers use every day — like modeling, explaining complex ideas, and engaging in critique or evaluating evidence.

SEPs require students to learn by doing and discovering information themselves rather than simply receiving it. This process builds essential critical thinking and problem-solving skills that apply across all STEM subjects.

How Do SEPs Help Students Investigate the World Around Them?

Asking Questions and Defining Problems

Science always starts with a question, whether it’s driven by curiosity or inspired by the work of others.

Science always starts with a question, whether it’s driven by curiosity or inspired by the work of others. The goal: understand and explain phenomena. This SEP helps students develop the critical thinking needed to ask meaningful questions and define problems to solve. In K–2, students lean on their natural curiosity as they learn to ask effective questions based on observations. By upper elementary, students distinguish between questions that are scientific and non-scientific questions. In middle school, students take this further by formulating more complex questions, making predictions, and designing investigations to find answers.

Developing and Using Models

In science and engineering, models help explain systems, from the galaxy to molecules, and predict their behaviors.

In science and engineering, models help explain systems, from the galaxy to molecules, and predict their behaviors. Students use models to explore phenomena, test designs, and analyze interactions, learning how to identify and improve solutions. Developing models promotes critical thinking, moving beyond replication to understanding and problem-solving. Starting with simple diagrams in early grades, students gradually progress to abstract models, predicting relationships and outcomes. By middle school, they create models of unobservable phenomena, using evidence to refine their understanding and test theories.

Planning and Carrying Out Investigations

Investigations are at the heart of both science and engineering.

Investigations are at the heart of both science and engineering. In K–2, students begin with simple, guided investigations, as they gather data and set goals. Moving into upper elementary, students take more control, planning their own investigations by choosing their own tools and controlling variables with less guidance. In middle school, they bring all these skills together — planning investigations independently or in groups, determining the right variables, gathering evidence, and designing solutions. By choosing their own tools to analyze and evaluate data, they step into the role of a real-life scientist or engineer.

Analyzing and Interpreting Data

Raw data holds little meaning until it’s analyzed and interpreted.

Raw data holds little meaning until it’s analyzed and interpreted. After an investigation, students need the right tools to make sense of the information — just as scientists and engineers use methods like graphing, tabulating, and statistical analysis. In K–2, students learn to record basic data by making observations, taking notes, or drawing what they see. In upper elementary, they are introduced to more quantitative methods, like line graphs, bar graphs, and tables. Students learn to organize data and understand the importance of conducting multiple trials. By middle school, students learn the difference between correlation and causation and begin comparing and contrasting different data sets, using math to represent relationships between variables, and use averages, range, and probability to analyze data.

Using Mathematics and Computational Thinking

Mathematics is at the heart of science and engineering, helping students represent variables, record findings, and make predictions.

Mathematics is at the heart of science and engineering, helping students represent variables, record findings, and make predictions. While there are no performance expectations for this SEP in K–2, students should feel comfortable applying math and computational thinking in the science classroom. Through simple tools like rulers and thermometers, and hands-on experiments, they begin learning about measurements and data collection. As they move into upper elementary and middle school, students use this SEP to explain phenomena, compare designs, and solve real-world problems. Engaging with real-world simulations, like investigating species decline, helps make these abstract concepts both accessible and fun.

Constructing Explanations and Designing Solutions

This practice involves creating evidence-based explanations for phenomena and designing solutions to engineering problems.

This practice involves creating evidence-based explanations for phenomena and designing solutions to engineering problems. It teaches students to think critically, use evidence, and apply scientific principles. In early grades, students use observations to explain phenomena and design simple tools. As they advance, they gather and evaluate evidence to support explanations, testing and refining their designs. By middle school, students develop more complex explanations and engage in iterative design processes to solve real-world problems.

Engaging in Argument from Evidence

In science, it’s common to have more than one explanation for something, and engaging in argument from evidence helps identify the most fitting one.

In science, it’s common to have more than one explanation for something, and engaging in argument from evidence helps identify the most fitting one. Basing arguments on evidence teaches students to use data to support their claims and critique others’ explanations. In K–2, students engage in informal arguments, discussing ideas based on evidence from investigations. In upper elementary, students begin critiquing their peers’ work, using evidence from investigations to construct and compare explanations for phenomena. By middle school, they confidently present and defend their arguments, learning to separate strong, evidence-backed explanations from weaker ones.

Obtaining, Evaluating, and Communicating Information

Much scientific research involves “secondary research,” where scientists review existing publications such as journals, books, or conference materials.

Much scientific research involves “secondary research,” where scientists review existing publications such as journals, books, or conference materials. In K–2, students begin by gathering information from simple sources like videos or short texts. It’s also important that students learn how to work collaboratively with their peers, effectively critiquing and building upon each other’s work respectfully. As students progress, they begin to evaluate the reliability of texts and learn how to synthesize information from multiple sources. By middle school, students critically assess more advanced scientific writing, and they also gain experience in communicating their own discoveries and critiquing others, an essential skill for collaboration across any discipline.

SEP posters for the classroom

Download our free printable posters to remind your students that Science and Engineering Practices are an important part of the process of scientific investigations.

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A collation of nine classroom posters explaining each Science and Engineering Practice

Experience the difference with 3-D learning

It’s easy to hit all three dimensions of 3-D learning with Twig Science — the robust, NGSS-aligned science program for K–8. Through phenomena-based exploration, students seamlessly integrate Crosscutting Concepts, Science and Engineering Practices, and Disciplinary Core Ideas, gaining a deeper, interconnected understanding of science.

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