Encyclopedia of Science Education

Living Edition
| Editors: Richard Gunstone

Learning Progressions, Assessment of

Living reference work entry
DOI: https://doi.org/10.1007/978-94-007-6165-0_74-5

Synonyms

Introduction

“Learning progressions” in science is generally defined based on the statements written at Taking Science to School: Learning and Teaching Science in Grades K- 8 (National Research Council [NRC] 2007) and subsequently at Learning Progressions in Science: An Evidence- Based Approach to Reform (Corcoran et al. 2009). Synthetic definition about learning progressions (hereafter LPs) addressed in common at the two reports is:
  • Descriptions of the successively more sophisticated ways of thinking about and using core scientific concepts and practices

  • Empirically grounded and testable hypotheses about children’s learning pathways with appropriate instructional practices

  • Learning pathways that children can follow one another over a broad span of time

Since the above formal addressing, there have been many studies on LPs, and at the...

Keywords

Instructional Practice Assessment Item Learn Progression Instructional Intervention Instructional Unit 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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References

  1. Alonzo AC, Gotwals AW (2012) Learning progressions in science: current challenges and future directions. Sense Publishers, RotterdamCrossRefGoogle Scholar
  2. Black P, Wilson M, Yao S-Y (2011) Road maps for learning: a guide to the navigation of learning progressions. Meas Interdiscip Res Perspect 9:71–123CrossRefGoogle Scholar
  3. Corcoran T, Mosher FA, Rogat A (2009) Learning progressions in science: an evidence-based approach to reform. The Consortium for Policy Research in Education, PhiladelphiaGoogle Scholar
  4. Duschl R, Maeng S, Sezen A (2011) Learning progressions and teaching sequences: a review and analysis. Stud Sci Educ 47:123–182CrossRefGoogle Scholar
  5. Lehrer R, Schabuble L (2012) Seeding evolutionary thinking by engaging children in modeling its foundations. Sci Educ 96:701–724CrossRefGoogle Scholar
  6. National Research Council (2007) In: Duschl R, Schweingruber H, Shouse A (eds) Taking science to school: learning and teaching science in grades K-8. National Academy Press, Washington, DCGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Division of Science Education, College of EducationKangwon National UniversityChuncheonSouth Korea