Encyclopedia of Science Education

Living Edition
| Editors: Richard Gunstone

Learning Progressions, Assessment of

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



“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...


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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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

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