A Review on Science Learning Progressions

Year 2018, , 620 - 648, 31.12.2018

Nazlı Ruya Taşkın , Sami Özgür

https://doi.org/10.17522/balikesirnef.506479

Cited By: 1

Abstract

Learning
progressions, as one of the evidence-based models, are based on the careful
design and testing of hypotheses related to the curriculum, and have recently gained
popularity in terms of supporting students’ core scientific concepts and
designing instructional materials to increase their literacy in that area. This
review study, which is related to learning progression in science education,
has been carried out with the aim of increasing the accessible resources in
Turkish literature and attracting more researchers and practitioners while the
research, development and examination studies on the subject are progressing
rapidly. In this context, this review study includes (a) the definition,
general features and potential uses of learning progressions, (b) development,
validity and revision of learning progressions,  (c) the relationship between learning
progressions and assessment and (d) names of previously developed science
learning progressions. It is hoped that the study will encourage using learning
progressions both in designing professional programs and aligning curriculum,
instruction and assessment by looking curricula with a relatively new
perspective. 

Keywords

learning progressions, science education, assessment, assessment triangle

Fen Öğrenme Progresyonları Üzerine Bir İnceleme

Abstract

Öğrenme progresyonları öğretim programı ile ilgili hipotezlerin dikkatli
bir şekilde tasarlanmasına ve test edilmesine dayanan kanıt temelli modellerden
biridir ve son yıllarda öğrencilerin merkezi bilimsel kavramları anlamasını
destekleme ve o alandaki okuryazarlıklarını artıracak öğretim materyallerini
tasarlama anlamında popülerlik kazanmaktadır. 
Fen eğitiminde öğrenme progresyonları ile ilgili olan bu inceleme
çalışması konuyla ilgili araştırma, geliştirme ve inceleme çalışmaları hızla ilerlerken
Türkçe alanyazındaki erişilebilir kaynakları artırmak ve daha fazla araştırmacı
ve uygulayıcının dikkatini çekmek gereksinimlerinden yola çıkılarak
gerçekleştirilmiştir. Bu bağlamda çalışmada konuyla ilgili yapılmış çalışmalar
incelenerek (a) öğrenme progresyonlarının tanımı, genel özellikleri, potansiyel
kullanım alanları, (b) öğrenme progresyonlarının geliştirilmesi, geçerliliği ve
revizyonu ve (c) öğrenme progresyonlarının değerlendirmeler ile ilişkisine yer
verilmektedir. Çalışmanın hem profesyonel programların tasarlanmasında hem de
öğretim programlarına yeni bir bakış açısı ile bakılarak öğretim
materyallerinin ve değerlendirmelerin programla daha uyumlu hale getirilmesinde
öğrenme progresyonlarını incelemeye ve kullanmaya teşvik etmesi umulmaktadır. 

Keywords

öğrenme progresyonları, fen eğitimi, değerlendirme, değerlendirme üçgeni

References

• Alonzo, A. C. & Gotwals, A. W. (Eds.). (2012). Learning progressions in science: Current challenges and future directions. New York: Springer Science & Business Media.
• Alonzo, A. C. & Steedle, J. T. (2008). Developing and assessing a force and motion learning progression. Science Education, 93(3), 389–421.
• Alonzo, A. C. (2010). Considerations in using learning progressions to inform achievement level descriptions. Measurement, 8, 201-208.
• Alonzo, A. C. (2011). Learning progressions that support formative assessment practices. Measurement, 9, 124–129.
• Alonzo, A. C., Neidorf, T. & Anderson, C. W. (2012). Using learning progressions to inform large-scale assessment. (In A. C. Alonzo and A. W. Gotwals (Eds.), Learning progressions in science: Current challenges and future directions, Rotterdam, The Netherlands: Sense Publishers, 211–240.
• Baerends, G. P. (1988). Ethology. In R.C. Atkinson, R. J. Herrnstein, G. Lindzey, &R. D. Luce (Eds.), Stevens’ handbook of experimental psychology (Vol. 1, pp. 765-830). New York: Wiley.
• Battista, M. T. (2011). Conceptualizations and issues related to learning progressions, learning trajectories, and levels of sophistication. The Mathematics Enthusiast, 8 (3): 507–570.
• Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1),7–74.
• Briggs, D. C., Alonzo, A. C., Schwab, S., & Wilson, M. (2006). Diagnostic assessment with ordered multiple-choice items. Educational Assessment, 11, 33-63.
• Briggs, D., Diaz-Bilello, E., Peck, F., Alzen, J., Chattergoon, R., & Johnson, R. (2015, April). Using a learning progression framework to assess and evaluate student growth. Boulder, CO: Center for Assessment Design Research and Evaluation.
• Catley, K., Lehrer, R. & Reiser, B. (2005). Tracing a prospective learning progression for developing understanding of evolution. Paper Commissioned by the National Academies Committee on Test Design for K-12 Science Achievement, Washington, DCNational Academies.
• Choi, Y. (2012). Dynamic Bayesian Inference Networks and Hidden Markov Models For Modeling Learning Progressions Over Multiple Time Points, Doctoral Dissertation, University of Maryland, MD.
• Cobb, P., Confrey, J., diSessa, A. A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13.
• Confrey, J. & Maloney, A. P. (2015). A design research study of a curriculum and diagnostic assessment system for a learning trajectory on equipartitioning. ZDM-The International Journal on Mathematics Education, 47(6), 919-932.
• Corcoran, T., Mosher, F. A. & Rogat, A. (2009, May). Learning progressions in science: An evidence based approach to reform (CPRE Research Report #RR-63). Philadelphia, PA: Consortium for Policy Research in Education.
• Domjan, M. P. (2015). Principles of learning and behavior (7th ed.). Stamford, CT: Cengage.
• Duncan, R. G., Choi, J., Castro-Faix, M. & Cavera, V. L. (2017). A Study of Two Instructional Sequences Informed by Alternative Learning Progressions in Genetics. Science and Education, 26(10), 1115–1141.
• Duncan, R.G. & Hmelo-Silver, C.E. (2009). Learning progressions: Aligning curriculum, instruction, and assessment. Journal of Research in Science Teaching, 46, 606–609.
• Duschl R. A., Schweingruber H.A., & Shouse A. (Eds.), (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, D. C.: National Academies Press.
• Duschl, R., Maeng, S. & Sezen, A. (2011). Learning progressions and teaching sequences: A review and analysis. Studies in Science Education, 47(2), 123–182.
• Elmesky, R. (2012). Building capacity in understanding foundational biology concepts: A K-12 learning progression in genetics informed by research on children’s thinking and learning. Research in Science Education, 43(3),1155-1175.
• Furtak, E. M. (2012). Linking a learning progression for natural selection to teachers’ enactment of formative assessment. Journal of Research in Science Teaching, 49(9), 1181–1210.
• Gotwals, A.W., & Songer, N. B. (2013). Using assessments to gather validity evidence for a learning progression on evidence-based explanations with core ecological content. The Journal of Research in Science Teaching, 40(5), 597–626.
• Hammer, D. & Sikorski, T. R. (2015). Implications of Complexity for Research on Learning Progressions. Science Education, 99(3), 424–431.
• Heritage, M. (2008). Learning progressions: Supporting instruction and formative assessment. Washington, D.C.: Council of Chief State School Officers.
• Heritage, M. (2011). Commentary on road maps for learning: A guide to the navigation of learning progressions. Measurement, 9, 149-151.
• Huynh, N.T. Solem, M. & Bednarz, S.W. (2014): A Road Map for Learning Progressions Research in Geography. Journal of Geography, 00, 1-11
• Kizil, R. C. (2015). The Marginal Edge of Learning Progressions and Modeling: Investigating Diagnostic Inferences from Learning Progressions Assessment. Doctoral Dissertation, University of Colorado at Boulder.
• Kobrin, J. L., Larson, S., Cromwell, A. & Garza, P. (2015). A framework for evaluating learning progressions on features related to their intended uses. Journal of Educational Research and Practice, 5(1), 58–73.
• Krajcik, J. S. (2012). The Importance, Cautions and Future of Learning Progression Research: Some Comments on Richard Shavelson’s and Amy Kurpius’s “Reflections on Learning Progressions”. (In A. C. Alonzo and A. W. Gotwals (Eds.), Learning progressions in science: Current challenges and future directions, Rotterdam, The Netherlands: Sense Publishers, 27-37.
• Krajcik, J., Drago, K., Sutherland, L. A. & Merritt, J., (2012). The promise and value of learning progression research. (In S. Bernholt, P. Nentwig and K. Neumann, (Eds.), Making it tangible—Learning outcomes in science education. Munster: Waxmann
• Krajcik, J.S. (2011). Learning progressions provide road maps for the development and validity of assessments and curriculum materials. Measurement, 9, 155-158.
• Lehrer, R. & Schauble, S. (2012). Seeding evolutionary thinking by engaging children in modeling its foundations. Science Education, 96(4), 701-724
• Maskiewicz, A. C. & Lineback, J. E. (2013). Misconceptions are "so yesterday!”. CBE Life Sciences Education, 12(3), 352–356.
• Merritt, J., Krajcik, J. & Shwartz, Y. (2008). Development of a learning progression for the particle model of matter. Paper presented at the biennial International Conference of the Learning Sciences, Utrecht, The Netherlands.
• Mesutoglu, C. (2017). Developing teacher learning progressions for K-12 engineering education: Teachers’ attitudes and their understanding of the engineering design. Yayınlanmamış Doktora Tezi. Ortadoğu Teknik Üniversitesi, Ankara.
• Mislevy, R. J., Almond, R. G., & Lukas, J. F. (2003). A brief introduction to evidence-centered design (Research Report 03-16). Princeton, NJ: Educational Testing Service.
• Mohan, L., Chen, J. & Anderson, C. W. (2009). Developing a multi-year learning progression for carbon cycling in socio-ecological systems. Journal of Research in Science Teaching, 46(6), 675–698.
• National Research Council (NRC) (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: National Academies Press.
• National Research Council (NRC) (2012). A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, D.C.: National Academies Press.
• Parker, J. M., de los Santos, E. X., & Anderson, C. W. (2015). Learning progressions and climate change. American Biology Teacher, 77(4), 232-238.
• Pellegrino, J. W., Chudowsky, N., & Glaser, R. (Eds.). (2001). Knowing what students know: The science of design and educational assessment. Washington, DC: National Academies Press.
• Plummer, J. D., & Maynard, L. (2014). Building a learning progression for celestial motion: An exploration of students’ reasoning about the seasons. Journal of Research in Science Teaching, 51(7), 902–929.
• Roseman, J. E., Calwell, A., Gogos, A. & Kurth, L. (2006, April). Mapping a coherent learning progression for the molecular basis of heredity. Paper presented at the National Association for Research in Science Teaching, San Fransisco, CA.
• Roseman, J. E., Stern, L. & Koppal, M. (2010). A method for analyzing the coherence of high school biology textbooks. Journal of Research in ScienceTeaching, 47, 47–70.
• Salinas, I. (2009, June). Learning progressions in science education: Two approaches for development. Paper presented at the Learning Progressions in Science (LeaPS) Conference, Iowa City, IA.
• Shavelson, R.J. & Kurpuis, A. K. (2012). Reflections on Learning Progressions. (In A. C. Alonzo & A. W. Gotwals (Eds.). Learning progressions in science: Current challenges and future directions, Rotterdam, The Netherlands: Sense Publishers, 13-26.
• Shea, N. A. & Duncan, R. G. (2013). From Theory to Data: The Process of Refining Learning Progressions. Journal of the Learning Sciences, 22(1), 7–32.
• Shin, N., Stevens, S. Y., Short, H., & Krajcik, J. (2009). Learning progressions to support coherence curricula in instructional material, instruction, and assessment design. Paper presented at the Learning Progressions in Science, Iowa City, IA.
• Smith, C. L., Wiser, M., Anderson, C. W. & Krajcik, J. (2006). Implications of research on children's learning for standards and assessment: A proposed learning progression for matter and the atomic molecular theory. Measurement: Interdisciplinary Research and Perspectives, 4, 1–98.
• Smith, C.L. & Wiser, M. (2015). On the importance of epistemology-disciplinary core concepts interactions in LPs. Science Education, 99 (3), 417–423.
• Stevens, S. Y., Delgado, C. & Krajcik, J. S. (2010). Developing a hypothetical multi-dimensional learning progression for the nature of matter. Journal of Research in Science Teaching, 47, 687–715.
• Stevens, S.Y., Shin, N., Delgado, C., Krajcik, J.S. & Pellegrino, J. (April, 2007). Using Learning Progressions to Inform Curriculum, Instruction and Assessment Design. Paper presented at the National Association for Research in Science Teaching Conference, New Orleans, Louisiana.
• Todd, A.& Kenyon, L. (2015). Empirical refinements of a molecular genetics learning progression: The molecular constructs. Journal of Research in Science Teaching, 53(9), 1385-1418.
• Wilson, M. (2005). Constructing measures: An item response modeling approach. Mahwah, NJ: Erlbaum.
• Wilson, M. (2009). Measuring progressions: Assessment structures underlying a learning progression. Journal of Research in Science Teaching, 46, 716–730.
• Vosniadou S. (Ed) (2008) International handbook of research on conceptual change. Routledge, New York/London.