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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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.
Abstract: As an important subject in the curriculum, many students find chemistry concepts difficult to learn and understand. Chemical bonding especially is important in understanding the compositions of chemical compounds and related concepts and research has shown that students struggle with this concept. In this theoretical paper based on analysis of relevant science education research, textbooks, and our classroom observations and teaching experiences, the authors argue that the difficulty in learning chemical bonding concepts is associated with the sequence (ionic, covalent and polar covalent bonding) in which students are taught because this sequence receives little support from constructivist theories of learning. Consequently, the paper proposes a sequence to teach chemical bonding (covalent, polar covalent and ionic bonding) for effective and sustainable learning. In this sequence, the concepts are developed with minimum reorganisation of previously learned information, using a format which is claimed to be easy for students to learn. For teaching these concepts, the use of electronegativity and the overlap of atomic orbitals for all types of bonding have also been stressed. 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. It also provides a better linkage between the bonding concepts learned at secondary and tertiary levels. Considering these proposed advantages for teaching, this sequence is recommended for further research into effective and sustainable teaching.
35 citations
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.
Abstract: In the spirit of model revision, researchers continue to refine the notion of a learning progression. Despite many advances in learning progressions research, one key design element has eluded scholarly critique, the upper anchor. Drawing on science education research and studies of science, this essay argues for a shift from the predominant model of the upper anchor as the fixed, “most sophisticated” way of thinking toward a more expansive “upper reach” that acknowledges plurality and context-dependence in ways of knowing. Three possible models for context-dependent upper reaches are offered.
15 citations
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.
9 citations
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.
Abstract: Learning Progressions(학습진행과정, 이하 LP)은 "과학의 핵심 아이디어(core idea) 혹은 과학 활동(scientific practices) 이해 과정을 상대적으로 단순한 체계에서 전문가의 지식체계로 논리적이고, 순차적인 단계로 정교하게 설명한 틀"로서, 한 교과 내 및 다른 과학영역들(물리, 지구과학, 생물, 화학)과 연결하여 연계적 교육과정을 구성하는 이론적 기반을 제공한다. 학습은 개개인의 선지식, 선경험, 교과교육과정, 교육과정 등의 여러 요소에 영향을 받는 복잡한 이해 과정으로, LP 단계를 모든 학생들이 동일하게 이동하지 않는다. 학생과 학습환경의 특성에 따른 이동 가능한 학습경로의 서술을 위해서는 다양한 학생데이터의 수집과 분석이 필요하다. 이러한 과정을 통해서 가설의 LP는 과학적으로 증명된 LP로 규명되며. 비로소 교과과정 개발의 틀(framework)로 역할을 할 수 있다. 본 연구는 미시간 대학 연구팀이 개발한 "물질의 본성(nature of matter)" 주요 개념에서, 하위개념인 "물질의 입자성(particule nature of matter)과 입자적 표상(submicroscophic representation)"의 LP와 관련 평가지를 우리나라 과학교육과정과 연계, 수정하여 개발하였다. 수정된 평가지와 LP는 124명의 중고등학생의 LP 경로 특성을 분석하는데 사용되었다. 학생들의 입자적 개념과 표상의 이해도, 개념과 표상 이해도 연관성을 중점으로 분석하여 관련 과학교육과정과 현장 수업의 문제점과 시사점을 도출하였다. 본 연구결과를 종합해 보면, 높은 레벨 문항의 정답을 고른 빈도수는 낮은 레벨 문항을 모두 정답으로 고른 경우에 높았으며 이는 학생들이 본 연구팀이 개발한 LP 경로로 이해과정을 정교화시킴을 알 수 있다. 하지만, 대부분의 학생들, 특히 고등학생들은 초등학교 수준의 거시적 물질의 본성 개념 LP 단계에 머물고 있으며, 중학교 수준인 미시적 표상 LP 단계에 있다. 입자적 개념과 표상 이해 실패의 주요 원인은 1) 과학적 모델의 본질, 2) 관련 선지식, 3) 미립자 표상의 이해부족으로 정리된다. 본 연구결과는 물질의 입자성과 관련된 개념, 과학활동(특히 모델링)을 증진시키고 개개인 특성에 맞는 맞춤형 학습환경 제공을 위한 학습, 교수, 평가자료 개발에 기여하는 바가 크다. 더 나아가 '물질의 본성'에 대한 LP연구와 과학적 소양 증진에 긍정적 역할을 할 것으로 기대한다. 【Learning progressions (LP), which describe how students may develop more sophisticated understanding over a defined period of time, can inform the design of instructional materials and assessment by providing a coherent, systematic measure of what can be regarded as "level appropriate." We developed LPs for the nature of matter for grades K-16. In order to empirically test Korean students, we revised one of the constructs and associated assessment items based on Korean National Science Standards. The assessment was administered to 124 Korean secondary students to measure their knowledge and submicroscopic representations, and to assign them to a level of learning progression for the particle nature of matter. We characterized the level of students' understanding and models of the particle nature of matter, and described how students interpret various representations of atoms and molecules to explain scientific phenomena. The results revealed that students have difficulties in understanding the relationship between the macroscopic and molecular levels of phenomena, even in high school science. Their difficulties may be attributed to a limited understanding of scientific modeling, a lack of understanding of the models used to represent the particle nature of matter, or limited understanding of the structure of matter. This work will inform assessment and curriculum materials development related to the fundamental relationship between macroscopic, observed phenomena and the behavior of atoms and molecules, and can be used to create individualized learning environments. In addition, the results contribute to scientific research literature on learning progressions on the nature of matter.】
7 citations
Additional excerpts
...미시간 연구팀은 핵심 아이디어인 '물질의 본성' LP를 이론적, 실험적 증거에 근거하여 '물질과 물체', '힘과 상호작용', '분자운동', '보존', '에너지'라는 하위 주 요개념으로 나누었으며, 정의한 하위 개념들이 서로 연결되어 전문가 수준의 지식체계까지 구축되는 LP를 개발하였다(Stevens et al., 2013)....
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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.
Abstract: Penelitian ini bertujuan untuk memberikan gambaran mendalam tentang learning progression guru Sekolah Dasar dalam menyusun soal Asesmen Kompetensi Minimum (AKM). Dalam pelaksanaan Asesmen Kompetensi Minimum (AKM), learning progression (kemajuan pembelajaran) berkaitan dengan proses kesinambungan antara jenjang dan kemampuan berpikir. Kesinambungan pada Asesmen Kompetensi Minimum (AKM) dapat dilihat dari aspek konten teks, level kognitif yang diukur, dan indikator yang temuat dalam soal Asesmen Kompetensi Minimum (AKM). Penelitian ini menggunakan pendekatan kualtitatif dengan metode deskriptif. Subyek penelitian adalah guru SD, Kepala Sekolah dan siswa SD pada Gugus V Kecamatan Tumpang Kabupaten Malang. Tahapan penelitian dimulai dari pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukan bahwa pada proses learning progression soal yang dikembangkan dibuat sesuai dengan cakupan serta keluasan pada masing-masing level. Cakupan permasalahan pada level 1 mencakup permasalahan di rumah dan di sekolah, kemudian pada level 2 cakupan lebih luas lagi yaitu pada cakupan lingkungan sekitar dan kearifan lokal daerah, dan pada level 3 cakupan teks yang dikembangkan lebih luas lagi meliputi nasional dan permasalahan-permasalahan global.
5 citations
References
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Book•
01 Jan 2007
TL;DR: Taking Science to School as discussed by the authors 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.
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
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13 Dec 2004TL;DR: Constructing Measures introduces a way to understand the advantages and disadvantages of measurement instruments, how to use such instruments, and how to apply these methods to develop new instruments or adapt old ones.
Abstract: Constructing Measures introduces a way to understand the advantages and disadvantages of measurement instruments, how to use such instruments, and how to apply these methods to develop new instruments or adapt old ones The book is organized around the steps taken while constructing an instrument It opens with a summary of the constructive steps involved Each step is then expanded on in the next four chapters These chapters develop the "building blocks" that make up an instrument--the construct map, the design plan for the items, the outcome space, and the statistical measurement model The next three chapters focus on quality control They rely heavily on the calibrated construct map and review how to check if scores are operating consistently and how to evaluate the reliability and validity evidence The book introduces a variety of item formats, including multiple-choice, open-ended, and performance items; projects; portfolios; Likert and Guttman items; behavioral observations; and interview protocolsEach chapter includes an overview of the key concepts, related resources for further investigation and exercises and activities Some chapters feature appendices that describe parts of the instrument development process in more detail, numerical manipulations used in the text, and/or data results A variety of examples from the behavioral and social sciences and education including achievement and performance testing; attitude measures; health measures, and general sociological scales, demonstrate the application of the material An accompanying downloadable resources feature control files, output, and a data set to allow readers to compute the text's exercises and create new analyses and case archives based on the book's examples so the reader can work through the entire development of an instrumentConstructing Measures is an ideal text or supplement in courses on item, test, or instrument development, measurement, item response theory, or rasch analysis taught in a variety of departments including education and psychology The book also appeals to those who develop instruments, including industrial/organizational, educational, and school psychologists, health outcomes researchers, program evaluators, and sociological measurers Knowledge of basic descriptive statistics and elementary regression is recommended
1,093 citations
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TL;DR: Knowledge in Pieces (KiP) as mentioned in this paper is a distinctive epistemological perspective on conceptual change, employing a "modeling" approach, which consists mainly of several detailed and empirically consequential models of different kinds of knowledge, including both intuitive "preconceptions" and normative knowledge.
Abstract: Knowledge in Pieces (KiP) is a distinctive epistemological perspective on conceptual change, employing a “modeling” approach. Its theory consists mainly of several detailed and empirically consequential models of different kinds of knowledge, including both intuitive “preconceptions” and normative knowledge. This chapter offers a brief introduction to KiP centering on two core models, illustrating how they enfold multiple time-scales-from details of real-time learning to multi-year accomplishments-and how they accommodate empirically salient diversity in the way different students learn.
606 citations
"Learning Progressions as a Guide fo..." refers background in this paper
...…into an organized, integrated knowledge structure (Ausubel, 1968; Linn, eylon, & Davis, 2004; taber, 2001). students’ knowledge structures may not always be well organized, but consist of ideas from prior experiences that are not put together in a systematic, consistent manner (disessa, 1988)....
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TL;DR: Learning progressions as discussed by the authors describe successively more sophisticated ways of reasoning within a content domain based on research syntheses and conceptual analyses, which can be useful tools for using research on children's learning to improve assessments.
Abstract: The purpose of this article is to suggest ways of using research on children's reasoning and learning to elaborate on existing national standards and to improve large-scale and classroom assessments. The authors suggest that learning progressions—descriptions of successively more sophisticated ways of reasoning within a content domain based on research syntheses and conceptual analyses—can be useful tools for using research on children's learning to improve assessments. Such learning progressions should be organized around central concepts and principles of a discipline (i.e., its big ideas) and show how those big ideas are elaborated, interrelated, and transformed with instruction. They should also specify how those big ideas are enacted in specific practices that allow students to use them in meaningful ways, enactments the authors describe as learning performances. Learning progressions thus can provide a basis for ongoing dialogue between science learning researchers and measurement specialists, leadi...
425 citations
"Learning Progressions as a Guide fo..." refers background in this paper
...…to be treated with equal priority. to help develop a coherent framework to guide science education, the Us has adopted the idea of learning progressions (LPs), which describe what it means to move towards more sophisticated understanding related to a core idea in a discipline (smith et al., 2006)....
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TL;DR: This article examined how well middle school programs support the attainment of key scientific ideas specified in national science standards, and identified typical strengths and weaknesses of these programs using research-based criteria, finding that whereas key ideas were generally present in the programs, they were typically buried between detailed or even unrelated ideas, and that programs only rarely provided students with a sense of purpose for the units of study, took account of student beliefs that interfere with learning, engaged students with relevant phenomena to make abstract scientific ideas plausible, modeled the use of scientific knowledge so that students could apply what they learned in everyday situations,
Abstract: The purposes of this study were to examine how well middle school programs support the attainment of key scientific ideas specified in national science standards, and to identify typical strengths and weaknesses of these programs using research-based criteria. Nine widely used programs were examined by teams of teachers and specialists in research on teaching and learning. Reviewers found that whereas key ideas were generally present in the programs, they were typically buried between detailed or even unrelated ideas. Programs only rarely provided students with a sense of purpose for the units of study, took account of student beliefs that interfere with learning, engaged students with relevant phenomena to make abstract scientific ideas plausible, modeled the use of scientific knowledge so that students could apply what they learned in everyday situations, or scaffolded student efforts to make meaning of key phenomena and ideas presented in the programs. New middle school science programs that reflect findings from learning research are needed to support teachers better in helping students learn key ideas in science. The criteria and findings from this study on the inadequacies in existing programs could serve as guidelines in new curriculum development. 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 522-549, 2002 Whereas curriculum materials (and in particular textbooks and their accompanying teacher's guides) are but one of the resources available to teachers, they have a major role in teaching and learning. Many teachers rely on them to provide some or all of their content and pedagogical content knowledge, and this is especially so when the teacher is a novice or is teaching outside his or her area of expertise (Ball & Feiman-Nemser, 1988; National Educational Goals Panel, 1994). Acknowledging their role in teaching and learning, both science education researchers and policy makers have called for systematic, research-based reviews of science curriculum materials as a means for improving their quality, influencing teacher practice, and supporting science education reform (Good, 1993; National Research Council (NRC), 1999, 2000b).
388 citations
"Learning Progressions as a Guide fo..." refers methods in this paper
...The coding matrix was developed to align with previously developed teacher survey and curriculum analysis instruments (Kesidou & Roseman, 2002; minner & DeLisi, 2012)....
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