Learning Progressions as a Guide for Developing Meaningful Science Learning: A New Framework for Old Ideas
TLDR
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
Citations
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Journal ArticleDOI
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.
Journal ArticleDOI
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.
Journal ArticleDOI
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.
Journal ArticleDOI
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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Journal ArticleDOI
The IQWST Experience: Using Coherence as a Design Principle for a Middle School Science Curriculum
TL;DR: The Investigating and Questioning our World through Science and Technology (IQWST) curriculum project as mentioned in this paper is built on five key aspects of coherence: learning goal coherence, intra-unit coherence between content learning goals, scientific practices, and curricular activities, inter-Unit coherence supporting multidisciplinary connections and dependencies, professional development and curriculum materials to support classroom enactment, and science literacy expectations and general literacy skills.
Journal ArticleDOI
Do Particle Ideas Help or Hinder Pupils’ Understanding of Phenomena?
TL;DR: In this paper, two matched groups in a primary school in Greece (ages 10/11, n = 20 and n = 19) were respectively taught one of two parallel lesson schemes.
Book ChapterDOI
The Knowledge Integration Perspective on Learning
TL;DR: In this paper, the authors explore the nature of learning in general and science education in particular to develop what they call the knowledge inteception perspective on learning, and combine these two lenses to bring together studies that rely on quite different time frames.
Journal ArticleDOI
Secondary Students’ Thinking about Familiar Phenomena: Learners’ explanations from a curriculum context where ‘particles’ is a key idea for organising teaching and learning
TL;DR: Particle models of matter are widely recognised as being of fundamental importance in many branches of modern science, and particle ideas are commonly introduced and developed in the secondary school curriculum as mentioned in this paper, however, research undertaken in a range of national contexts has identified significant learning difficulties in this topic, and suggests that notions of particles that match scientific models are generally only attained over periods of some years.
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