Psychology
Learning Progressions as Tools for Curriculum Development: Lessons from the Inquiry Project
Document Type
Book Chapter
Abstract
Cognitively-based curricula may take into account research on students’ difficulties with a particular topic (e.g., weight and density, inertia, the role of environment in natural selection) or domain-general learning principles (e.g., the importance of revisiting basic ideas across grades). Learning progressions (LPs) integrate and enrich those approaches by organizing students’ beliefs around core ideas in that domain, giving a rich characterization of what makes students’ initial ideas profoundly different from those of scientists, and specifying how to revisit those ideas within and across grades so that young children’s ideas can be progressively elaborated on and reconceptualized toward genuine scientific understanding.
Publication Title
Learning Progressions in Science: Current Challenges and Future Directions
Publication Date
2012
First Page
359
Last Page
404
ISBN
9789460918247
DOI
10.1007/978-94-6091-824-7_16
Keywords
conceptual change, curriculum development, particulate model, step stone, core concept
Repository Citation
Wiser, Marianne; Smith, Carol L.; and Doubler, Susan J., "Learning Progressions as Tools for Curriculum Development: Lessons from the Inquiry Project" (2012). Psychology. 867.
https://commons.clarku.edu/faculty_psychology/867
