Implications of Complexity for Research on Learning Progressions.

Hammer, David (David M.)
Sikorski, Tiffany-Rose.
2015

The National Research Council (NRC) first offered learning progressions (LPs) as a potentially generative construct for science education in its 2007 report Taking Science to School. The report defined LPs as descriptions of the successively more sophisticated ways of thinking about a topic that can follow one another as children learn about and investigate a topic over a broad span of time" (NRC,... read more

Subjects
Science--Study and teaching.
Science--Study and teaching (Elementary)--Case studies.
Thought and thinking--Study and teaching (Elementary)--Case studies.
Learning.
Tufts University. Department of Physics and Astronomy.
Tufts University. Department of Education.
Permanent URL
http://hdl.handle.net/10427/008947
Original publication
Hammer, David & Tiffany-Rose Sikorski. "Implications of Complexity for Research on Learning Progressions." Science Education 99:3 (2015). http://dx.doi.org/10.1002/sce.21165.
ID: tufts:16620
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