Abstract
Learning progressions are descriptions of increasingly sophisticated ways of thinking about or understanding a topic (National Research Council [NRC], 2007). They provide promising frameworks for assessing students’ understanding and learning. In our work to develop a learning progression for carbon-transforming processes, we involved participants from a wide age range (fourth grade through 11th grade) and from two countries (the United States [US] and China). We involved participants from a wide age range in order to develop a learning progression spanning naïve reasoning to sophisticated scientific reasoning.
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Jin, H., Anderson, C.W. (2012). Developing Assessments For A Learning Progression on Carbon-Transforming Processes in Socio-Ecological Systems. In: Alonzo, A.C., Gotwals, A.W. (eds) Learning Progressions in Science. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-824-7_8
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DOI: https://doi.org/10.1007/978-94-6091-824-7_8
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6091-824-7
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