Development and Validation of a Taiwanese Communication Progression in Science Education

Hsin, Ming Chin; Chien, Sung Pei; Hsu, Yin Shao; Lin, Chen Yung; Yore, Larry D.

doi:10.1007/s10763-014-9589-y

Cited by 6 publications

(3 citation statements)

References 14 publications

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“…We found two LPs were developed without a connection to scientific content knowledge: an LP on error in science (Allchin, ) and an LP for communication (Hsin, Chien, Hsu, Lin, & Yore, ). This may be due to the nature of the practices.…”

Section: Resultsmentioning

confidence: 99%

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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Section: Resultsmentioning

confidence: 99%

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

et al. 2019

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“…Entre los motivos que se señalan -cuando se explicitan-se encuentran los siguientes: un consenso por medio del análisis cualitativo o cuantitativo de los resultados (como el coeficiente de Kendall o el porcentaje de respuestas obtenidas en las escalas administradas), o una decisión a priori del número total como parte del diseño (p. ej. MIRBAGHERI, 2014;HSIN et al, 2016).…”

Section: El Método Delphi En Lingüística Aplicadaunclassified

“…Delphi method -which reinforces interaction when interpreting and judging the news -particularly fits an interactionist conception of culture, that is, a paradigm that defines culture as the values, ways of thinking, feeling and acting where people are socialized. (GARCÍA-JIMÉNEZ; RODRIGO-ALSINA; PINEDA, 2017, p. 231) En consecuencia, aplicar Delphi va más allá de relatar resultados de otros cuestionarios y compartir ideas (HSIN et al, 2016). Se trata de trabajar temas complejos desde miradas poliédricas y con el afán de superar un análisis superficial de la realidad y extraer un conocimiento que, a priori, no es perceptible.…”

Section: Potencialidades Y Limitaciones Del Método Delphi En Lingüístunclassified

El método Delphi en Lingüística Aplicada a la luz de un análisis teórico y crítico

Rodríguez-Lifante

Pereira

2021

Rev. bras. linguist. apl.

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RESUMEN El método Delphi ha ganado terreno como herramienta para llevar a cabo un diálogo en diferido entre especialistas de una materia determinada con la finalidad de responder a unos interrogantes de investigación y resolver problemas complejos. Su presencia, antes limitada a las Ciencias Sociales, se está extendiendo a otros ámbitos como el de la Lingüística y, concretamente, la Lingüística Aplicada. Este estudio persigue conocer en qué medida el método Delphi se está empleando en los estudios relativos a este ámbito disciplinar y con qué objetivos. Asimismo, busca indagar las potencialidades y limitaciones del método en dichos estudios. Para ello, se ha llevado a cabo una búsqueda sistemática de los artículos de los últimos cinco años y se han analizado metodológica y críticamente. Los resultados obtenidos confirman la validez de este método como herramienta metodológica en Lingüística Aplicada.

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A Diagnostic-Remediation Teaching System for Enhancing Elementary Students’ Science Listening Comprehension

Lin

Liu

2016

Int J of Sci and Math Educ

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Development and Validation of a Taiwanese Communication Progression in Science Education

Cited by 6 publications

References 14 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

El método Delphi en Lingüística Aplicada a la luz de un análisis teórico y crítico

A Diagnostic-Remediation Teaching System for Enhancing Elementary Students’ Science Listening Comprehension

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