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001 978-94-6091-824-7
003 DE-He213
005 20140220083348.0
007 cr nn 008mamaa
008 120730s2012 ne | s |||| 0|eng d
020 _a9789460918247
_9978-94-6091-824-7
024 7 _a10.1007/978-94-6091-824-7
_2doi
050 4 _aL1-991
072 7 _aJN
_2bicssc
072 7 _aEDU000000
_2bisacsh
082 0 4 _a370
_223
100 1 _aAlonzo, Alicia C.
_eeditor.
245 1 0 _aLearning Progressions in Science
_h[electronic resource] :
_bCurrent Challenges and Future Directions /
_cedited by Alicia C. Alonzo, Amelia Wenk Gotwals.
264 1 _aRotterdam :
_bSensePublishers :
_bImprint: SensePublishers,
_c2012.
300 _bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
520 _aLearning progressions – descriptions of increasingly sophisticated ways of thinking about or understanding a topic (National Research Council, 2007) – represent a promising framework for developing organized curricula and meaningful assessments in science. In addition, well-grounded learning progressions may allow for coherence between cognitive models of how understanding develops in a given domain, classroom instruction, professional development, and classroom and large-scale assessments. 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 education researchers and practitioners, as well as scientists, psychometricians, and assessment specialists convened to discuss these challenges as part of the Learning Progressions in Science (LeaPS) conference. The LeaPS conference provided a structured forum for considering design decisions entailed in four aspects of work on learning progressions: de?ning learning progressions; developing assessments to elicit student responses relative to learning progressions; modeling and interpreting student performance with respect to a learning progressions; and using learning progressions to in?uence standards, curricula, and teacher education. This book presents speci?c examples of learning progression work and syntheses of ideas from these examples and discussions at the LeaPS conference.
650 0 _aEducation.
650 1 4 _aEducation.
650 2 4 _aEducation (general).
700 1 _aGotwals, Amelia Wenk.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-6091-824-7
912 _aZDB-2-SHU
999 _c104906
_d104906