Developing knowledge-in-action with a learning progression: Sequential analysis of teachers' questions and responses to student ideas

Furtak, Erin Marie; Bakeman, Roger; Buell, Jason Y.

doi:10.1016/j.tate.2018.06.001

Cited by 24 publications

(22 citation statements)

References 47 publications

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“… 8.Natural selection (Furtak, ; Furtak & Heredia, ; Furtak et al, , Furtak et al, ) 9.Three‐dimensional learning of the patterns of evolution (Wyner, & Doherty, )…”

Section: Resultsmentioning

confidence: 99%

“…We discuss the results from the analysis of the latter because they provided information on teachers’ role in building horizontal coherence among curriculum, instruction, and assessment. This group includes two studies assessed teacher knowledge as it relates to a student LP (Gunckel, Covitt, & Salinas, ; Jin, Shin, Johnson, Kim, & Anderson, ); 10 studies investigated how teachers or preservice teachers used LPs for formative assessment (Alonzo, ; Covitt, Gunckel, Bess, & Syswerda, ; Furtak, ; Furtak, Bakeman, & Buell, ; Furtak, Circi, & Heredia, ; Furtak & Heredia, ; Furtak et al, ; Furtak et al, ; von Aufschnaiter & Alonzo, ; Zhai, Li, & Guo, ); and one study (Jin, Johnson, Shin, & Anderson, ) explored how teachers’ classroom discourse helped students move up the LP levels.…”

Section: Resultsmentioning

confidence: 99%

“…The preservice teachers also began to think about student‐centered instructional approaches that target the identified intuitive ideas. Furtak et al () used a formative assessment design cycle, a five‐step process, to help teachers use an LP for natural selection to design and enact formative assessment tasks. In the process, the researchers’ support gradually fades and teachers take more and more responsibilities in using the LP to design and enact formative assessment.…”

Section: Resultsmentioning

confidence: 99%

“…Horizontal coherence targets the connection between curriculum, instruction, and assessment, with teachers at the center of the system. Although several studies have investigated how teachers use LPs as the products generated by researchers (e.g., Furtak et al, ; Gunckel et al, ; von Aufschnaiter & Alonzo, ), no research has investigated teachers’ use of LP approaches.…”

Section: Discussionmentioning

confidence: 99%

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Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature

et al. 2019

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To evaluate the recent advances in learning progression (LP) research and identify future research directions, we reviewed LP literature from 2006 to 2018. Through a systematic search of Web of Science databases and key journals, we located 130 LP articles published between 2006 and 2018. Among these articles, we reviewed 86 studies. The review was framed around three types of coherence that LPs can provide in a system of curriculum, instruction, and assessment: developmental, vertical, and horizontal coherence. Developmental coherence refers to the idea that LPs, as cognitive models, should describe development in students from intuitive thinking to scientific thinking. It provides a foundation for building the horizontal coherence (the alignment among curriculum, instruction, and assessment) and the vertical coherence (the linkage between classroom and large-scale assessments). The results of our review suggest significant advances in enhancing the developmental coherence. More specifically, existing LPs have captured the mechanisms of knowledge development and integrated knowledge and practice in different ways. Regarding the horizontal coherence, while the methodology for the development and validation of LPs has been established, limited attention has been given to LP-based interventions and teachers' understanding and use of LPs. Only one study explored LP's role in building vertical coherence. The review reveals a great need for future research (a) to develop LPs for scientific reasoning that cut across multiple science topics and disciplines, (b) to use LPs in instructional interventions, teacher education, and professional development, and (c) to use LPs to link classroom assessments with large-scale assessments.

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“… 8.Natural selection (Furtak, ; Furtak & Heredia, ; Furtak et al, , Furtak et al, ) 9.Three‐dimensional learning of the patterns of evolution (Wyner, & Doherty, )…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature

et al. 2019

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“…They found that when students were provided with few clues and pictures or videos, they did not always perceive the environment as increasing their knowledge level. This is because students may find it difficult to gather evidence to confirm their perspectives (Muhonen et al , 2017; Furtak et al , 2018), thus negatively influencing their perceptions toward the feasibility of an environment for the facilitation of the knowledge-building process. Moreover, Lin et al (2017) explored how knowledge building could support the generation of creative ideas among students in order to foster their productivity.…”

Section: Resultsmentioning

confidence: 99%

A conceptualization of factors affecting collaborative knowledge building in online environments

Ghazal

Al-Samarraie

Wright

2019

OIR

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Purpose The purpose of this paper is to address the major findings of published research on the factors influencing students’ knowledge building in an online collaborative environment. Design/methodology/approach The Preferred Reporting Items for Systematic Reviews and Meta-Analyses was used to review and synthesize existing empirical studies on knowledge building in a collaborative learning context. In total, 24 studies were identified from major electronic bibliographic databases. The research was conducted between 2017 and 2019. Results of these studies were analyzed to determine potential factors that may influence the knowledge-building process among students. Findings Factors related to interaction and participation, task, student and support were found to be the major factors driving students’ knowledge building in the online collaborative learning environment. The association between these factors and certain collaborative tasks was mapped. Originality/value Findings from this review can help decision makers of higher education in both developing and developed countries to take the necessary steps in order to promote effective knowledge-building practices in online collaborative learning. It may also help educational policy makers to understand the particulars of collaborative knowledge-building practices, so to increase organizational overall effectiveness and performance.

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Learning progressions as a simplified model: Examining teachers' reported uses to inform classroom assessment practices

2022

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As models of how students' thinking may change over time, learning progressions (LPs) have been considered as supports for teachers' classroom assessment practices. However, like all models, LPs provide simplified representations of complex phenomena. One key simplification is the characterization of student thinking using levels—that is, the twin assumptions that student thinking is both coherent and consistent. While useful for the design of standards and curricula, the LP level simplification may threaten the basic premise that LPs could be used to diagnose a student's level and then provide tailored instruction in response. At the same time, our work with teachers suggests that, even with their simplifications, LPs may be useful in the classroom. Thus, rather than abandoning LPs, we sought to understand their potential affordances by exploring how teachers learn from LPs (knowledge‐for‐practice) and contribute to deeper understanding of LP use (knowledge‐of‐practice) as they identify and enact uses of these tools. To do so, we engaged high school physics teachers in a 2‐year, LP‐based professional development program. Based on qualitative analyses of planning meetings and interviews with the teachers, we describe how teachers used LPs to support classroom assessment with varying reliance on the LP level simplification. Although teachers used LPs in ways that relied on the coherence and consistency assumptions of the LP level simplification, uses of LPs that did not require these assumptions were more prevalent both within and across teachers. This study's findings have implications for research, teacher professional development, and the design of LPs.

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Developing knowledge-in-action with a learning progression: Sequential analysis of teachers' questions and responses to student ideas

Cited by 24 publications

References 47 publications

Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature

Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature

A conceptualization of factors affecting collaborative knowledge building in online environments

Learning progressions as a simplified model: Examining teachers' reported uses to inform classroom assessment practices

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