Psychology
The Potential of Learning Progression Research To Inform the Design of State Science Standards
Document Type
Book Chapter
Abstract
Many U.S. states will revise their science standards in the next few years. In making these revisions, the states have a unique opportunity to adopt the most upto-date understandings about student learning drawn from learning progression research (e.g., Corcoran, Mosher, & Rogat, 2009). Learning progressions offer a connected view of the development of students’ thinking and skills in core domains over extended periods of time. Learning progressions may provide added coherence, empirical grounding, and cognitive depth to standards development.
Publication Title
Learning Progressions in Science: Current Challenges and Future Directions
Publication Date
2012
First Page
435
Last Page
460
ISBN
9789460918247
DOI
10.1007/978-94-6091-824-7_18
Keywords
scientific practice, step stone, core idea, science standard, standard development
Repository Citation
Foster, Jacob and Wiser, Marianne, "The Potential of Learning Progression Research To Inform the Design of State Science Standards" (2012). Psychology. 866.
https://commons.clarku.edu/faculty_psychology/866
