| 書目名稱 | Learning Progressions in Science | | 副標(biāo)題 | Current Challenges a | | 編輯 | Alicia C. Alonzo,Amelia Wenk Gotwals | | 視頻video | http://file.papertrans.cn/583/582779/582779.mp4 | | 概述 | Written by experts, Gives a modern approach, Comprehensive in Scope | | 圖書封面 |  | | 描述 | Learning progressions – descriptions of increasingly sophisticated ways ofthinking aboutorunderstandingatopic(NationalResearchCouncil,2007)– representapromising framework for developing organized curricula and meaningfulassessments in science. In addition, well-grounded learning progressions may allow forcoherence between cognitive models of how understanding develops in a given domain, classroom instruction, professional development, and classroom and large-scaleassessments. Because of the promise that learning progressions hold for bringing organization and structure to often disconnected views of how to teach and assess science, they are rapidly gaining popularity in the science education community. However, there are signi?cant challenges faced by all engaged in this work. In June 2009, science educationresearchersandpractitioners,aswellasscientists, psychometricians, andassessmentspecialistsconvenedtodiscussthese challengesaspartofthe Learning Progressions in Science (LeaPS) conference. The LeaPSconference provided astructured forum for considering design decisions entailed in four aspects of work on learning progressions: de?ning learning progressions; developing assessments | | 出版日期 | Book 2012 | | 關(guān)鍵詞 | learning; science education | | 版次 | 1 | | doi | https://doi.org/10.1007/978-94-6091-824-7 | | isbn_ebook | 978-94-6091-824-7 | | copyright | SensePublishers 2012 |
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