Learning Progressions as a Guide for Developing Meaningful Science Learning: A New Framework for Old Ideas
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This article used data collected from 82 individual interviews with secondary students and from assessments administered to 4000 US middle school students to characterize how learners select and apply ideas to explain a range of transformation of matter phenomena.About:
This article is published in Educación Química.The article was published on 2013-10-01 and is currently open access. It has received 13 citations till now. The article focuses on the topics: Curriculum.read more
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Prospective pedagogy for teaching chemical bonding for smart and sustainable learning
TL;DR: The proposed sequence and emphasis on electronegativity and atomic orbital overlap meets the criteria for teaching and learning of concepts based on the psychology of learning including the theory of constructivism necessitating the construction of new knowledge using related prior knowledge.
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Context-Dependent “Upper Anchors” for Learning Progressions
TL;DR: The authors argue for a shift from the predominant model of the upper anchor as the fixed, sophisticated way of thinking toward a more expansive "upper reach" that acknowledges plurality and context-dependence in ways of knowing.
Journal ArticleDOI
Progresiones de aprendizaje: Promesa y potencial
TL;DR: Learning progressions are models that describe how students’ understanding of central concepts or ideas becomes more sophis-ticated over time as mentioned in this paper. But only a few learning progressions have been developed and validated in critical science areas.
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Using a Learning Progression to Characterize Korean Secondary Students' Knowledge and Submicroscopic Representations of the Particle Nature of Matter
TL;DR: Learning Progressions (LP) as mentioned in this paper ) is the core idea of learning progressions and is a representation of the nature of the learning process, which is the basis of our work.
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Learning Progression Guru Sekolah Dasar dalam Pengembangan Konten Soal Asesmen Kompetensi Minimum (AKM)
Tyas Deviana,Dian Fitri Nur Aini +1 more
TL;DR: In this paper , penelitian ini bertujuan untuk memberikan gambaran mendalam tentang learning progression guru Sekolah Dasar dalam menyusun soal Asesmen Kompetensi Minimum (AKM), learning progression (kemajuan pembelajaran) berkaitan dengan proses kesinambungan antara jenjang and kemampuan berpikir.
References
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How people learn: Brain, mind, experience, and school.
TL;DR: New developments in the science of learning as mentioned in this paper overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching.
Journal ArticleDOI
Categorization and Representation of Physics Problems by Experts and Novices
TL;DR: Results from sorting tasks and protocols reveal that experts and novices begin their problem representations with specifiably different problem categories, and completion of the representations depends on the knowledge associated with the categories.
Taking science to school: Learning and teaching science in grades K-8. Committee on Science Learning, Kindergarten through 8th grade: National Research Council, Board on Science Education, Division of Behavioral and Social Sciences and Education
TL;DR: Taking Science to School as mentioned in this paper provides a comprehensive view of what we know about teaching and learning science from kindergarten through eighth grade, focusing on a broad range of questions, including when children begin to learn about science and how to do science.
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