Abstract
Learning progressions (LPs) in science have received considerable attention in the last five years, with the expectation that they will receive even more attention in future years (e.g., Corcoran, Mosher, & Rogat, 2009; National Assessment Governing Board, 2008; National Research Council [NRC], 2007, 2011; National Science Foundation, 2009, 2010a,b). This emerging field has been touted as one with great promise for improving science instruction in schools (NRC, 2007). Yet there are concerns about the promise of LPs. The pendulum often swings in education as new ideas replace once-promising ideas.
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Mohan, L., Plummer, J. (2012). Exploring Challenges to Defining Learning Progressions. In: Alonzo, A.C., Gotwals, A.W. (eds) Learning Progressions in Science. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-824-7_7
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DOI: https://doi.org/10.1007/978-94-6091-824-7_7
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