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...
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References
Alonzo AC, Gotwals AW (2012) Learning progressions in science: current challenges and future directions. Sense Publishers, Rotterdam
Black P, Wilson M, Yao S-Y (2011) Road maps for learning: a guide to the navigation of learning progressions. Meas Interdiscip Res Perspect 9:71–123
Corcoran T, Mosher FA, Rogat A (2009) Learning progressions in science: an evidence-based approach to reform. The Consortium for Policy Research in Education, Philadelphia
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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, DC
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Maeng, S. (2014). Learning Progressions, Assessment of. In: Gunstone, R. (eds) Encyclopedia of Science Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6165-0_74-5
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DOI: https://doi.org/10.1007/978-94-007-6165-0_74-5
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