A principled framework is created for the development of learning progressions in science that can demonstrate how their use can transform the way researchers, educators and curriculum developers conceptualize important scientific constructs. Using the construct of transformation of matter, which requires understanding of both discrete learning goals and also the connections between them, a hypothetical learning progression is constructed for grades 5-12.
Developing an Empirically-tested Learning Progression for the Transformation of Matter to Inform Curriculum, Instruction and Assessment Design
Project Materials
Title | Type | Post date |
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Developing an Empirically-tested Learning Progression for the Transformation of Matter to Inform Curriculum, Instruction and Assessment Design | Poster | 12/30/2010 - 12:25am |