A Review on Science Learning Progressions

Yıl 2018, Cilt: 12 Sayı: 2, 620 - 648, 31.12.2018

Nazlı Ruya Taşkın Sami Özgür

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

Cited By: 1

Öz

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. 

Anahtar Kelimeler

learning progressions, science education, assessment, assessment triangle

Fen Öğrenme Progresyonları Üzerine Bir İnceleme

Öz

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. 

Anahtar Kelimeler

öğrenme progresyonları, fen eğitimi, değerlendirme, değerlendirme üçgeni

Kaynakça

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