The development and validation of a learning progression for argumentation in science

Osborne, Jonathan; Henderson, J. Bryan; MacPherson, Anna; Szu, Evan; Wild, Andrew; Yao, Shi-Ying

doi:10.1002/tea.21316

Cited by 203 publications

(223 citation statements)

References 66 publications

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“…In addition to learning progressions in these content areas, researchers have also described learning progressions for science practices such as argumentation (e.g., Osborne et al, 2016).…”

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confidence: 99%

Investigating a learning progression for energy ideas from upper elementary through high school

Herrmann‐Abell

DeBoer

2017

J Res Sci Teach

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This study tests a hypothesized learning progression for the concept of energy. It looks at 14 specific ideas under the categories of (i) Energy Forms and Transformations; (ii) Energy Transfer; (iii) Energy Dissipation and Degradation; and (iv) Energy Conservation. It then examines students' growth of understanding within each of these ideas at three levels of increasing conceptual complexity. The basic level of the model focuses on simple energy relationships and easily observable effects of energy processes; the intermediate level focuses on more complex energy concepts and applications; and the advanced level focuses on still more complex energy concepts, often requiring an atomic/molecular model to explain phenomena. The study includes results from 359 distractor-driven, multiple-choice test items administered to over 20,000 students in grades 4 through 12 from across the U.S. Rasch analysis provided linear measures of student performance and item difficulty on the same scale. Results largely supported a model of students' growth of understanding that progresses from an understanding of forms and transformations of energy to energy transfer to conservation while also progressing along a separate dimension of cognitive complexity. An analysis of the current state of students' understanding with respect to the knowledge identified in the learning progression showed that elementary level students perform well in comparison to expectations but that middle and high school students' performance does not meet expectations. # 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 2018

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“…In addition to learning progressions in these content areas, researchers have also described learning progressions for science practices such as argumentation (e.g., Osborne et al, 2016).…”

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confidence: 99%

Investigating a learning progression for energy ideas from upper elementary through high school

Herrmann‐Abell

DeBoer

2017

J Res Sci Teach

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“…Hammer (2014) ukazuje na vztah mezi obecnými znalostmi teorie vědy a dosažením vědeckého postavení u studentů fyzikálních oborů. Osborne (2016) a kolegové navrhují, aby klíčové myšlenky, jimiž se k přírodovědným poznatkům dospělo, se staly povinnou být součástí kurikula už na nižších stupních škol. Jeho kolegové zkoumali ve své studii názory vědců, pedagogů, propagátorů vědy i filozofů, historiků a sociologů vědy, o tom, jak konstruktivně předávat poznatky.…”

Section: úVodunclassified

Studie o tom, proč se základy teorie věd téměř neučí

Svobodová¹

2017

11. Mezinárodní Vědecká Konference. Didaktická Konference 2017. 11th International Scientific Conference. Didactic Conference 2

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The scientific method represents a way of critical thinking. Science P210-8590-2017-17 Úvod Po větší část dějin to byla hlavně přírodní filozofie, která popisovala a vykládala svět. Teprve v novověku se k výkladům přírodních jevů výrazněji připojila matematika a posléze jednotlivé přírodní vědy. Vzniklé vědy postupně racionálně vymezily oblasti své působnosti, na nichž rozvíjely analytickou činnost, své metody. Jejich úspěchy krok za krokem ustavily ideál způsobu kritického myšlení. Posílily oprávněnou možnost utvářet si vlastní bádání založené více na logice a na faktech než na osobních prožitcích a věrouce.K přírodovědnému učení patří poznání, jaká je povaha a struktura vědeckých poznatků, jakým procesem se vyvíjely a dosud vyvíjí. Bohužel i naši vysokoškolští

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“…Accounts of the results of investigations (b) and (c) have been communicated elsewhere (Osborne et al, ; Henderson, Osborne, Macpherson, & Szu, ; Osborne, Henderson, MacPherson, & Szu, ; Yao, and Yao, Wilson, Henderson, & Osborne, ).…”

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confidence: 99%

A construct-modeling approach to develop a learning progression of how students understand the structure of matter

et al. 2017

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This paper builds on the current literature base about learning progressions in science to address the question, “What is the nature of the learning progression in the content domain of the structure of matter?” We introduce a learning progression in response to that question and illustrate a methodology, the Construct Modeling (Wilson, ) approach, for investigating the progression through a developmentally based iterative process. This study puts forth a progression of how students understand the structure of matter by empirically inter‐relating constructs of different levels of sophistication using a sample of 1,087 middle grade students from a large diverse public school district in the western part of the United States. The study also shows that student thinking can be more complex than hypothesized as in the case of our discovery of a substructure of understanding in a single construct within the larger progression. Data were analyzed using a multidimensional Rasch model. Implications for teaching and learning are discussed—we suggest that the teacher's choice of instructional approach needs to be fashioned in terms of a model, grounded in evidence, of the paths through which learning might best proceed, working toward the desired targets by a pedagogy which also cultivates students’ development as effective learners. This research sheds light on the need for assessment methods to be used as guides for formative work and as tools to ensure the learning goals have been achieved at the end of the learning period. The development and investigation of a learning progression of how students understand the structure of matter using the Construct Modeling approach makes an important contribution to the research on learning progressions and serves as a guide to the planning and implementation in the teaching of this topic. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 9999:1024–1048, 2017

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The development and validation of a learning progression for argumentation in science

Cited by 203 publications

References 66 publications

Investigating a learning progression for energy ideas from upper elementary through high school

Investigating a learning progression for energy ideas from upper elementary through high school

Studie o tom, proč se základy teorie věd téměř neučí

A construct-modeling approach to develop a learning progression of how students understand the structure of matter

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