Learning Progressions as a Guide for Developing Meaningful Science Learning: A New Framework for Old Ideas
01 Oct 2013-Educación Química (Universidad Nacional Autónoma de México, Facultad de Química)-Vol. 24, Iss: 4, pp 381-390
TL;DR: 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.
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01 Jan 2018
TL;DR: In this article, the authors present a Table of Table of contents of the paper "Acknowledgements and acknowledgements of the authors of this paper: https://www.goprocessor.org/
Abstract: ......................................................................................................................................... iii Acknowledgements ........................................................................................................................ iv Table of
4 citations
Journal Article•
3 citations
TL;DR: In this article, a vision cientifica permite establecer contenidos orientados desde la concepcion moderna de la actividad investigativa y tecnologica worldial in los campos de Materiales y Estado Solido, and la vision pedagogica rescata el aprendizaje significativo con enfoque CTS (Ciencia, Tecnologia y Sociedad) como la combinacion metodologica apropiada.
3 citations
Cites background from "Learning Progressions as a Guide fo..."
...2), es evidente que la prouesta de aprendizaje significativo (Novak, 2002; Pilot y ulte, 2006; Stevens et al., 2013), asociada a la metodología e resolución de problemas, constituye una opción favorable ara el desarrollo de un programa de enseñanza en Cienia de Materiales....
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31 Jul 2021
TL;DR: In this article, a qualitative research to map the learning progression of disease in Indonesia, compare and analyze its similarities and differences with the LP designed by National Reseaarch Council (NRC).
Abstract: Strengthening Learning Progression (LP) for students' reasoning abilities is important, especially learning about diseases in Indonesia. This study aimed to map the learning progression of disease in Indonesia, compare and analyze its similarities and differences with the LP designed by National Reseaarch Council (NRC). This qualitative research to map LP, using the analysis documen method by comparing the content analysis of Basic Competencies of Curriculum 13 with benchmark analysis from the NRC 2007 on Science and Biology textbooks published in 2016, 2017, and 2018 at the elementary, junior high, and high school levels published by the Ministry of Education and Culture of the Republic of Indonesia. The findings are the LP on disease in the curriculum and life science textbooks in Indonesia has not met the benchmarks, especially in three categories, namely; pathogens, the immune system, and infection spanning learning from K-2 (elementary) to K-12 (high school). Therefore, it is necessary to categorize LP topics in diseases based on conceptual abilities from the simplest to the most complex.
3 citations
Cites background from "Learning Progressions as a Guide fo..."
...For example, US students can generate ideas about the structure of matter, conservation, interaction, and energy when learning about transformation (Stevens et al., 2013)....
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...…we …) Previous works had revealead the important utilization of LP. LP has a role in developing biology learning from kindergartens (Elmesky, 2013), elementary and middle schools (Duncan et al., 2014), high schools (Stevens et al., 2013; Todd et al., 2016), and higher education (Todd et al., 2017)....
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TL;DR: In this paper , a literature review synthesized 60 science education studies on mechanistic reasoning (MR) published from 2006 to 2021 and found three common aspects of conceptualizations of MR in science education: (1) causality in relation to MR, (2) use of entities and their associated activities, and (3) using entities at (at least) one scale level below the scale level of a target phenomenon.
Abstract: There is a growing research interest in mechanistic reasoning (MR) in the field of science education, as this type of reasoning is perceived as an essential thinking skill for science education. This literature review synthesized 60 science education studies on MR published from 2006 to 2021. The findings showed three common aspects of conceptualizations of MR in science education: (1) causality in relation to MR, (2) use of entities and their associated activities, and (3) use of entities at (at least) one scale level below the scale level of a target phenomenon. While most of the reviewed studies related the importance of MR to cognitive aspects, a smaller number associated its value with scientific modelling. Three main difficulties in generating MR were categorized: (1) identifying and using unobservable entities, (2) assigning activities to entities, and (3) identifying and using an appropriate number of entities. Various types of support for fostering MR were identified. Implications and future studies are discussed.
2 citations
References
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Book•
01 Jan 1999
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.
Abstract: New developments in the science of learning science of learning overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching - examples in history, mathematics and science teacher learning technology to support learning conclusions from new developments in the science of learning.
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01 Jan 2007
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.
Abstract: What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, Taking Science to School provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. Taking Science to School answers such questions as: * When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects? * What role does nonschool learning play in children's knowledge of science? * How can science education capitalize on children's natural curiosity? * What are the best tasks for books, lectures, and hands-on learning? * How can teachers be taught to teach science? The book also provides a detailed examination of how we know what we know about children's learning of science--about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science education--teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn.
1,922 citations