Handbook of research on science learning progressions.

Format:

Book

Author/Creator:

Jin, Hui.

Contributor:

Yan, Duanli.

Krajcik, Joseph S.

Language:

English

Subjects (All):

Science--Study and teaching.

Science.

Physical Description:

1 online resource (700 pages)

Edition:

1st ed.

Place of Publication:

New York, NY : Routledge, |c 2024., 2025.

Summary:

Gathering contributions from leading scholars around the world, this handbook offers a comprehensive resource on the most recent advances in research surrounding the theories, methodologies, and applications of science learning progressions.

Contents:

Intro

Half Title

Title Page

Copyright Page

Dedication

Contents

Contributors

Foreword: Progress in Theory, Research, and Application of Learning Progressions in Science Education

1. An Introduction to Science Learning Progression Research

A Framework to Understand LP Research

LP: From Informal Reasoning to Disciplinary Logic

LP-based Curriculum, Instruction, and Assessment Systems

Teachers' Learning and Teaching Practice

Navigating the Handbook

Conclusion

References

Section I: Learning Progression Theories and Methodologies

2. Cognitive Foundations of Science Learning Progressions

Introduction

Characterizing Conceptual and Reasoning Resources for the Lower Anchor

Conceptual and Reasoning Resources of Preverbal Infants

Expanding the Range of Resources for Knowledge Building in the Preschool Years

Comparing Conceptions of the Upper and Lower Anchors

Sources of Difference and Evidence for Discontinuities

Sources of Similarity and Evidence for Continuities

Characterizing the Learning Processes Underlying Conceptual Change

Constraint-based Modeling: An Epistemic Model of Conceptual Change

An Example of Constraint-based Modeling: Developing Understanding of Newton's Laws

Implications for the Design of LPs

Acknowledgments

3. On the Critiques of Learning Progression Research

Background of the Critiques of LP Research

Response to the Critiques

Is Students' Knowledge Fragmented or Theory-like?

LPs Should Be Evaluated by Their Effectiveness in Promoting Student Learning

4. Validation of Learning Progressions

Chapter 4: Validation of Learning Progressions

Validation

Formative and Summative Assessment

Learning Progressions

Validation of Claims for Learning Progressions.

Initial Validation of the Learning Progression as a Local Theory

Claims about Progress Variables and Their Assessments

Claims about the Achievement Levels

Claims about Likely Paths through the Achievement Levels

Claims about Instructional Effectiveness

Long-term LPs

Conclusions

5. Development and Validation of Knowledge-In-Use Learning Progressions

Development and Validation of Knowledge-In-Use Learning Progressions

Importance of Learning Progressions in Education

Learning Progressions in Science Education Literature

Dimensions of Learning Progressions

Learning Progressions for the Development of Disciplinary Ideas

Learning Progressions for Scientific Practices and Student Reasoning

Learning Progressions that Integrate Core Ideas with Scientific Practices

Validation Approaches for Learning Progressions

Validation of Three-Dimensional Learning Progressions

Multi-Dimensional Learning: an example of three-dimensional learning

Validation of Three-Dimensional Learning LPs

Challenges of Validating 3D Learning Progressions

6. Coordinating Assessments with a Learning Progression

Coordinating Assessments with a Learning Progression

An Exemplary Context: Scientific Argumentation

Toulmin's Model of Argument

The Role of Critique

Accounting for Cognitive Load

Constructing the Assessment of Scientific Argumentation

Building Block One: A Scientific Argumentation Construct Map

Building Block Two: The Items Design

Building Block Three: The Outcome Space

Building Block Four: The Measurement Model

Methods

Data

Data Analysis

Results

Unidimensionality-Results from the Exploratory Factor Analysis

Results from the Rasch Analysis

Item Fit Statistics

Item discrimination

The Wright Map.

Checking the Internal Structure Validity Evidence

Waypoint-1 Items

Waypoint-2 Items

Waypoint-3 Items

Discussion of Results

Reporting Results to Teachers

Findings of the Internal Structure Validity Evidence

Challenges of Developing Learning-Progression-Based Assessments

Challenge 1: Designing Items Capable of Eliciting Student Performance Indicative of Progression Waypoints

Challenge 2: Linking Student Performance on an item to a Specific Progression Waypoint

Challenge 3: Handling Unexpected Variables that Affect Student Performance on an Item

A Broader Perspective

Notes

Appendix A: Pattern of the Factor Loadings

7. Learning Progression Approaches Used in Germany

Science Education in Germany

History of the German Education System

Goals of Science Education in Germany

Standards for Science Education

Models of Competency in the Sciences

Learning Progression Approaches in Germany

Modeling Competency Development

Development Across Grades and Grade Bands

Alignment of Standards and Assessments

Summary and Conclusions

8. Learning Progression Approaches Used in China

Theoretical Foundation

Progress Variables of LPs

Research Paradigms of LPs

The Assessment-based Approach

The Instruction-based Approach

Representative LP Studies in China

LPs of Disciplinary Core Ideas/Concepts

LPs of Scientific Inquiry and Scientific Thinking

Integrated LPs and LPs of Subject Competencies

Applications of LPs

Curriculum Standards Design Facilitated by LPs

Applying LPs in Instruction Improvement

Applying LPs in Assessment Development

Discussion and Future Directions

Acknowledgment

9. Implications of Mathematics Learning Trajectories for Science Education.

Concepts and Definitions: A Need for Clarity

The Learning Trajectory Construct in Math

Learning Progressions in Science

Benefits of Relating LTs and LPs

Potential Contributions of Learning Trajectories Theory and Methods to Science Learning Progressions

Include Instruction as an Inextricable Component of LTs or LPs

Plan for an Efficacious Grain Size of the Developmental Progressions

Ensure Levels are (Interim or Final) Goals

Developing and Evaluating LPs

Resist Isolating LTs/LPs

Contributions of Science Learning Progressions to Math Learning Trajectories

Include Boundaries

Resist Isolating Domains

Specific Math LTs with Implications for Science LPs

Patterning and Algebraic Thinking

Measurement

Classification and Data Analysis

Acknowledgement

Note

10. Perspectives on Learning Progression Theories and Methodologies: Commentary for Section I

Status and Issues of Learning Progression Formulations and Methodologies

Validity of Learning Progressions and the Development of Assessments

Comparing Learning Progression Approaches across Countries and Disciplines

Closing: Challenges and Opportunities for Learning Progression Researchers and Developers

Section II: Learning Progressions to Promote Student Learning

11. Learning Progressions in Genetics

Take One: Initial Development of the Genetics Progression

Need for the Progression

Initial Progression

Challenges

Take Two: Longitudinal Study of the Genetics Progression

Lessons Learned

Take Three: Implementation Study of Alternative Instructional Sequences

New Research with Critical Implications

A Few Concluding Considerations

Appendix A. The Genetics Learning Progressions (Duncan, Rogat, &amp.

Yarden, 2009)

12. Developing Three-Dimensional Learning Progressions of Energy, Interaction, and Matter at Middle School Level: A Design-Based Research

Addressing the Challenges with Relevant Literature

3D Learning Progression for Integrating Scientific Ideas with Scientific Practices

3D Learning Progression Offer Students Opportunity to Learn

3D Learning Progression for Guiding Curriculum, Instruction, and Assessment

Methodology

Design-Based Research

Systematic Design Approach

Two-Round Design-Based Research Process

First Round 3DLP Development

Stage 1. Defining Problems

Stage 2.1. Design Guidelines

Stage 2.2. Design Products

Stage 3. Feedback from Science Education Researchers

Stage 4. Reflection from This Round of Research

Second Round 3DLP Development

Stage 2. Design Process and Products

Stage 3. Feedback from Experienced Science Teachers

3DLP Development Move Forward

Concluding Remarks

Appendix

13. Rethinking Learning Progressions for Energy

The Importance and Challenges of Learning about Energy

Traditional Energy Instruction Underlying the Traditional Energy Learning Progression

The Systems-Transfer Approach to Energy Instruction

The Role of Fields

One or More Energy Learning Progressions?

An Energy Learning Progression Based upon a Systems-Transfer Perspective

Building and Using Energy Ideas across Disciplines

14. Geology and Earth Systems Sciences Learning Progressions

Plate Tectonics - The Driving Phenomenon of Earth Science

A Sociocultural and Implementation Approach to Plate Tectonics LPs.

Learning about Teaching from Learning Progressions Research in Earth Science.

Notes:

Description based on publisher supplied metadata and other sources.

Other Format:

Print version: Jin, Hui Handbook of Research on Science Learning Progressions

ISBN:

9781040042144

9781040042168

1040042163

9781003170785

1003170781

1040042147

OCLC:

1443086613