Alonzo / Gotwals Learning Progressions in Science

Current Challenges and Future Directions
2012
ISBN: 978-94-6091-824-7
Verlag: SensePublishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 495 Seiten

Learning 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.

Autoren/Hrsg.

Alonzo, Alicia C.

Gotwals, Amelia Wenk

Inhaltsverzeichnis

1;LEARNING PROGRESSIONS IN SCIENCE;3
1.1;CONTENTS;5
1.2;AUTHOR BIOGRAPHIES;9
1.3;FRAMING SECTION;19
1.3.1;INTRODUCTION: Leaping Into Learning Progressions in Science;20
1.3.1.1;THE PROMISE OF LEARNING PROGRESSIONS;20
1.3.1.2;CONSIDERATION OF CHALLENGES IN LEARNING PROGRESSION WORK;22
1.3.1.3;THE CURRENT STATE OF LEARNING PROGRESSIONS;24
1.3.1.4;CREATION AND STRUCTURE OF THE BOOK;25
1.3.1.4.1;Selecting and Reviewing the Exemplar Chapters;25
1.3.1.4.2;Reviewing the Other Chapters;25
1.3.1.4.3;Format of the Book;25
1.3.1.5;GOAL OF THE BOOK;27
1.3.1.6;ACKNOWLEDGEMENTS;27
1.3.1.7;NOTES;28
1.3.1.8;REFERENCES;28
1.3.2;REFLECTIONS ON LEARNING PROGRESSIONS;30
1.3.2.1;TWO ROADS TO LEARNING PROGRESSIONS;33
1.3.2.1.1;The Curriculum and Instruction Road;34
1.3.2.1.2;The Cognition and Instruction Road;36
1.3.2.2;CONCLUDING COMMENTS;40
1.3.2.3;ACKNOWLEDGEMENTS;41
1.3.2.4;NOTES;41
1.3.2.5;REFERENCES;42
1.3.3;THE IMPORTANCE, CAUTIONS AND FUTURE OF LEARNING PROGRESSION RESEARCH: Some Comments on Richard Shavelson’s and Amy Kurpius’s “Reflections on Learning Progressions”;44
1.3.3.1;ACKNOWLEDGEMENTS;52
1.3.3.2;NOTES;52
1.3.3.3;REFERENCES;52
1.4;DEFINING LEARNING PROGRESSIONS;54
1.4.1;ADDRESSING CHALLENGES IN DEVELOPING LEARNING PROGRESSIONS FOR ENVIRONMENTAL SCIENCE LITERACY;55
1.4.1.1;CHALLENGE 1: WHAT PROGRESSES IN A LEARNING PROGRESSION?;57
1.4.1.2;RELATIONSHIPS AMONG DISCOURSES, PRACTICES, AND KNOWLEDGE;58
1.4.1.3;USING RELATIONSHIIPS AMONG DISCOURSES, PRACTICES, AND KNOWLED TO BUILD LEARNING PROGRESSION FRAMEWORKS;64
1.4.1.4;CHALLENGE TWO: DEFINING PATHWAYS AND LINKING TO INSTRUCTION;72
1.4.1.5;OVERVIEW OF THE CARBON CYCLE LEARNING PROGRESSION FRAMEWORK;73
1.4.1.6;LIMITATIONS OF THE CARBON CYCLE FRAMEWORK;75
1.4.1.7;ALTERNATIVE PATHWAYS;78
1.4.1.8;DESIGNING INSTRUCTIONAL INTERVENTIONS;83
1.4.1.9;LIMITATIONS TO OUR LINKS TO INSTRUCTION;87
1.4.1.10;CONCLUSIONS;88
1.4.1.11;ACKNOWLEDGEMENTS;88
1.4.1.12;NOTE;89
1.4.1.13;REFERENCES;89
1.4.2;CHALLENGES IN DEFINING AND VALIDATING AN ASTRONOMY LEARNING PROGRESSION;92
1.4.2.1;IDENTIFYING THE LEARNING PROGRESSION FOCUS;93
1.4.2.1.1;Challenge #1: Identifying Big Ideas in Astronomy;93
1.4.2.1.2;Challenge #2: Balancing the Variety of Phenomena Within the Big Idea;96
1.4.2.1.3;Challenge #3: Accounting for Both the Earth-Based Perspective (Observable Phenomena) and the Heliocentric Model (Explanatory Motion);100
1.4.2.1.4;Challenge #4: Making Links to Other Learning Progressions;102
1.4.2.2;OBTAINING THEORETICAL AND EMPIRICAL SUPPORT FOR DEFINING THE LEARNING PROGRESSION;103
1.4.2.2.1;Challenge #5: Using the Existing Literature Base;103
1.4.2.3;MOVING THE AGENDA FORWARD WITH LEARNING PROGRESSION RESEARCH;106
1.4.2.3.1;Daily Celestial Motion;107
1.4.2.3.2;Reason for the Seasons;108
1.4.2.3.3;Challenge #6: Obtaining Empirical Support for Hypothetical Learning Progressions;109
1.4.2.4;CONCLUSIONS;111
1.4.2.5;NOTES;112
1.4.2.6;REFERENCES;112
1.4.3;MoDeLS: Challenges in Defining a Learning Progression for Scientific Modeling;116
1.4.3.1;CHALLENGES IN DEFINING A LEARNING PROGRESSION FOR THE PRACTICE OF SCIENTIFIC MODELING;118
1.4.3.1.1;Challenges in Defining the Aspects of Scientific Modeling for Classrooms;118
1.4.3.1.2;Challenges in Defining an Initial Learning Progression for Scientific Modeling;122
1.4.3.2;CHALLENGES IN INVESTIGATING THE LEARNING PROGRESSION;127
1.4.3.2.1;Challenges in Designing and Adapting Curriculum Materials;128
1.4.3.2.2;Challenges in Supporting Teachers’ Instruction of Scientific Modeling;130
1.4.3.2.3;Challenges in Obtaining Evidence of Students’ Reflective Practice;132
1.4.3.3;CHALLENGES IN ANALYZING STUDENTS’ WORK AS THEY ENGAGE IN MODELING PRACTICE TO REVISE THE LEARNING PROGRESSION;135
1.4.3.3.1;Challenges in Analyzing Students’ Work as They Engage in Modeling Practice;135
1.4.3.3.2;Revising the Learning Progression to Address These Challenges;137
1.4.3.4;SUMMARY OF CHALLENGES IN DEFINING A LEARNING PROGRESSION FOR A SCIENTIFIC PRACTICE AND IMPLICATIONS FOR FUTURE WORK;142
1.4.3.4.1;Supporting and Assessing Reflective Practice;142
1.4.3.4.2;Developing Learning Progressions Is Design Research;145
1.4.3.5;ACKNOWLEDGEMENTS;146
1.4.3.6;NOTE;147
1.4.3.7;REFERENCES;147
1.4.3.8;APPENDIX: A Construct Map for the Dynamic Dimension: Understanding Models as Changeable Entities;151
1.4.4;EXPLORING CHALLENGES TO DEFINING LEARNING PROGRESSIONS;152
1.4.4.1;DECISIONS ON THE LP DOMAIN: CHOOSING THE BIG IDEAS;153
1.4.4.2;DEFINING LP LEVELS;154
1.4.4.2.1;Deciding on Grain Size;155
1.4.4.2.2;Deciding What Constitutes a LP Level;156
1.4.4.2.3;Clarifying and Validating Levels;157
1.4.4.3;CONCLUSION;158
1.4.4.4;REFERENCES;159
1.5;ASSESSING LEARNING PROGRESSIONS;161
1.5.1;DEVELOPING ASSESSMENTS FOR A LEARNING PROGRESSION ON CARBON-TRANSFORMING PROCESSES IN SOCIO-ECOLOGICAL SYSTEMS;162
1.5.1.1;PRELIMINARY MODEL OF COGNITION;164
1.5.1.2;OVERVIEW OF THE 2008–2009 RESEARCH CYCLE;168
1.5.1.3;RESPONDING TO THE ASSESSMENT CHALLENGE AT THE OBSERVATION PHASE;169
1.5.1.3.1;The Challenge: Eliciting Accounts from All Students;170
1.5.1.3.2;Responding to the Challenge: Linking Processes and Alternate Forms of Questions;171
1.5.1.4;RESPONDING TO THE ASSESSMENT CHALLENGE AT THE INTERPRETATION AND MODEL OF COGNITION PHASES;181
1.5.1.4.1;The Challenge: Describing and Comparing the Development of Students’ Accounts in Meaningful Ways;181
1.5.1.4.2;Responding to the Challenge: Explaining and Naming as Progress Variables;183
1.5.1.5;CONCLUSION;188
1.5.1.6;ACKNOWLEDGEMENTS;190
1.5.1.7;NOTES;191
1.5.1.8;REFERENCES;191
1.5.2;ASSESSING STUDENTS’ PROGRESSING ABILITIES TO CONSTRUCT SCIENTIFIC EXPLANATIONS;193
1.5.2.1;COGNITION VERTEX: FUSED CONTENT AND PRACTICE KNOWLEDGE FOCUSED ON BIODIVERSITY;194
1.5.2.1.1;Scaffolding;196
1.5.2.1.2;Biokids Project;197
1.5.2.2;OBSERVATION VERTEX: ASSESSMENT TASK STRUCTURES;198
1.5.2.2.1;Task Design Decisions – What Types of Tasks Can Be Used to Ellicit a Range of Student Knowledge?;199
1.5.2.2.2;Methodology;202
1.5.2.2.3;Typical Progression of Students’ Explanations;203
1.5.2.2.4;Challenges with Using Scaffolding in Assessments;205
1.5.2.3;INTERPRETATION VERTEX: CODING STUDENTS’ RESPONSES;207
1.5.2.3.1;Challenges in Interpreting Students’ Responses with the Learning Progression Rubric;209
1.5.2.3.2;Learning from the Challenges with Interpreting Students’ Responses;215
1.5.2.4;IMPLICATIONS;216
1.5.2.4.1;Developing Tasks for Fused Content and Practices;216
1.5.2.4.2;Providing Scaffolds in Assessment;217
1.5.2.4.3;Interpreting Middle Knowledge;217
1.5.2.5;CONCLUSIONS;218
1.5.2.6;ACKNOWLEDGEMENTS;218
1.5.2.7;NOTES;218
1.5.2.8;REFERENCES;219
1.5.3;USING LEARNING PROGRESSIONS TO INFORM LARGE-SCALE ASSESSMENT;221
1.5.3.1;CONTRASTS BETWEEN A LP-BASED APPROACH AND CURRENT LARGE-SCALE ASSESSMENT SYSTEMS;224
1.5.3.1.1;Contrasting Purposes: Policy Considerations;224
1.5.3.1.2;Contrasting Practices: Design Considerations5;227
1.5.3.2;RECOMMENDATIONS;244
1.5.3.2.1;Researchers;244
1.5.3.2.2;Assessment Developers;246
1.5.3.3;CONCLUSIONS: LOOKING AHEAD;247
1.5.3.4;NOTES;248
1.5.3.5;REFERENCES;249
1.5.4;ELICITING STUDENT RESPONSES RELATIVE TO A LEARNING PROGRESSION: Assessment Challenges;251
1.5.4.1;THEME 1: ASSESSMENT IS CRITICALLY DEPENDENT ON THE OTHER THREE STRANDS OF LEARNING PROGRESSION WORK;252
1.5.4.2;THEME 2: LEARNING PROGRESSION ASSESSMENTS SHARE IMPORTANT FEATURES;256
1.5.4.2.1;General Assessment Features;256
1.5.4.2.2;Learning-Progression-Specific Assessment Features;257
1.5.4.3;THEME 3: THERE ARE A NUMBER OF IMPORTANT CHALLENGES IN LEARNING PROGRESSION ASSESSMENTS;259
1.5.4.3.1;Unresolved Questions about the Nature of Student Thinking;259
1.5.4.3.2;Dependency of Learning Progressions on Students’ Curricular Experiences and Related Knowledge/Practices;260
1.5.4.3.3;Role of Language;261
1.5.4.4;CONCLUSIONS;261
1.5.4.5;NOTES;262
1.5.4.6;REFERENCES;262
1.6;MODELING LEARNING PROGRESSIONS;265
1.6.1;A BAYESIAN NETWORK APPROACH TO MODELING LEARNING PROGRESSIONS;266
1.6.1.1;MODEL-BASED REASONING;266
1.6.1.2;DEVELOPMENT, ASSESSMENT, AND MODELING OF LEARNING PROGRESSIONS;267
1.6.1.2.1;Learning Progression Development (Cognition);268
1.6.1.2.2;Task Design (Observation);271
1.6.1.2.3;Modeling Responses (Interpretation);271
1.6.1.3;MODELING LPS USING BAYES NETS;273
1.6.1.3.1;Bayesian Inference Networks;275
1.6.1.4;CHALLENGES IN USING BAYES NETS TO MODEL LEARNING PROGRESSIONS;282
1.6.1.4.1;Interrelationships Among LPs;282
1.6.1.4.2;Multiple Time Points;286
1.6.1.4.3;Complex Tasks;286
1.6.1.4.4;Grain-size of a LP;288
1.6.1.4.5;The “Messy Middle”;290
1.6.1.5;DISCUSSION;292
1.6.1.5.1;Benefits of Using Bayes Nets to Model LPs;292
1.6.1.5.2;Challenges for the Community;293
1.6.1.6;NOTE;294
1.6.1.7;REFERENCES;294
1.6.1.8;APPENDIX: An Example of Building and Fitting a Bayesian Network for a Learning Progression;297
1.6.1.8.1;INFERENCES REGARDING ASSESSMENT ITEMS;297
1.6.1.8.2;INFERENCES REGARDING STUDENTS;300
1.6.1.8.3;COMMENT ON THE EXAMPLE;300
1.6.2;THE PSYCHOMETRIC MODELING OF ORDERED MULTIPLE-CHOICE ITEM RESPONSES FOR DIAGNOSTIC ASSESSMENT WITH A LEARNING PROGRESSION;301
1.6.2.1;BACKGROUND;302
1.6.2.2;DATA AND CLASSICAL ITEM STATISTICS;306
1.6.2.3;CHALLENGES TO MODELING OMC ITEM RESPONSES TO SUPPORT DIAGNOSTIC INFERENCES;308
1.6.2.4;APPLYING THE ATTRIBUTE HIERARCHY METHOD TO OMC ITEMS;312
1.6.2.4.1;Background on the AHM;312
1.6.2.4.2;Stage 1: Specifying a Learning Progression as an Attribute Hierarchy;313
1.6.2.4.3;Stage 2: Classifying Students Probabilistically into Attribute Profiles;316
1.6.2.5;DISCUSSION;320
1.6.2.6;ACKNOWLEDGEMENTS;321
1.6.2.7;NOTES;322
1.6.2.8;REFERENCES;322
1.6.3;RESPONDING TO A CHALLENGE THAT LEARNING PROGRESSIONS POSE TO MEASUREMENT PRACTICE: Hypothesized Links between Dimensions of the Outcome Progression;325
1.6.3.1;LEARNING PROGRESSIONS: CHALLENGES TO ASSESSMENT;325
1.6.3.2;THE BEAR ASSESSMENT SYSTEM (BAS);327
1.6.3.2.1;Principle 1: A Developmental Perspective;328
1.6.3.2.2;Principle 2: Match between Instruction and Assessment;332
1.6.3.2.3;Principle 3: Management by Teachers2;333
1.6.3.2.4;Principle 4: Evidence of High Quality Assessment;334
1.6.3.3;MAPPING OUT AN OUTCOME PROGRESSION USING CONSTRUCT MAPS;336
1.6.3.4;STRUCTURED CONSTRUCTS MODELS (SCMS);336
1.6.3.5;DISCUSSION AND CONCLUSION;341
1.6.3.6;NOTES;343
1.6.3.7;REFERENCES;343
1.6.3.8;APPENDIX A: A very Brief Summary of Structural Equation Models (SEMs);346
1.6.3.9;APPENDIX B: Development of the Structured Constructs Model (SCM);348
1.6.4;MAKING PROGRESS IN THE MODELING OF LEARNING PROGRESSIONS: Summary of Exemplar Chapters;352
1.6.4.1;KEY DECISIONS IN CHOOSING A MODEL FOR A LEARNING PROGRESSION;354
1.6.4.1.1;The Concept of Grain Size;354
1.6.4.1.2;Evaluating Model Fit;356
1.6.4.1.3;The Construct of Measurement and the Representation of Growth;359
1.6.4.2;CONCLUSION: THE NEED FOR SENSITIVITY ANALYSES;361
1.6.4.3;NOTE;361
1.6.4.4;REFERENCES;362
1.7;USING LEARNING PROGRESSIONS;363
1.7.1;LEARNING PROGRESSIONS AS TOOLS FOR CURRICULUM DEVELOPMENT: Lessons from the Inquiry Project;364
1.7.1.1;WHAT DO WE MEAN BY RECONCEPTUALIZATION?;366
1.7.1.2;CHALLENGE 1: HOW CAN CURRICULA BE DESIGNED TO FOSTER RECONCEPTUALIZATION?;370
1.7.1.2.1;Challenges in Specifying Productive Learning Goals;376
1.7.1.2.2;Challenges in Deciding in What Order to Introduce Core Concepts: Lever Concepts;381
1.7.1.2.3;Challenges in Designing Learning Experiences That are Meaningful and Productive;385
1.7.1.3;CHALLENGE 2: HOW CAN LP RESEARCH AND CURRICULUM DEVELOPMENT WORK HAND IN HAND?;397
1.7.1.4;CHALLENGE 3: HOW CAN LP-BASED CURRICULA FIT WITH CLASSROOM REALITIES?;400
1.7.1.5;CONCLUSIONS;402
1.7.1.6;ACKNOWLEDGEMENTS;405
1.7.1.7;NOTES;405
1.7.1.8;REFERENCES;406
1.7.2;LEARNING PROGRESSIONS TO SUPPORT AMBITIOUS TEACHING PRACTICES;409
1.7.2.1;CASE 1: A MODEL-BASED INQUIRY LEARNING PROGRESSION FOR TEACHERS;411
1.7.2.1.1;The MBI Learning Progression;411
1.7.2.1.2;Challenge 1: Creating a Format for a LP That Has Instructional Utility;414
1.7.2.1.3;Challenge 2: Developing a Vision Tool for All Teachers;418
1.7.2.1.4;Challenge 3: Developing Multiple Tools to Fill Vision-to-Practice Gaps;423
1.7.2.2;CASE 2: A LP TO SUPPORT EVERYDAY ASSESSMENT PRACTICES IN TEACHING NATURAL SELECTION;424
1.7.2.2.1;Challenge 1: Creating a Format for a LP That Has Instructional Utility;425
1.7.2.2.2;Challenge 2: Developing a Vision Tool for All Teachers;428
1.7.2.2.3;Challenge 3: Developing Multiple Tools to Fill Vision-to-Practice Gaps;430
1.7.2.3;CONCLUSIONS AND IMPLICATIONS;431
1.7.2.4;DESIGN PRINCIPLES: LPS TO SUPPORT AMBITIOUS TEACHING PRACTICES;432
1.7.2.5;ACKNOWLEDGEMENTS;433
1.7.2.6;NOTES;433
1.7.2.7;REFERENCES;434
1.7.3;THE POTENTIAL OF LEARNING PROGRESSION RESEARCH TO INFORM THE DESIGN OF STATE SCIENCE STANDARDS;438
1.7.3.1;AN OVERVIEW OF THE MASSACHUSETTS STANDARDS REVISION PROCESS;439
1.7.3.2;CHALLENGES RELATED TO THE EARLY STATE OF LEARNING PROGRESSION RESEARCH;439
1.7.3.2.1;Challenges in Using Learning Progression Research to Specify the Content of Standards;439
1.7.3.2.2;Challenge of Integrating Knowledge and Practice Elements in Standards;443
1.7.3.2.3;Developing Concept and Skill Progressions to Inform Massachusetts’ Standards Revision;445
1.7.3.2.4;Addressing Challenges 1 Through 4;447
1.7.3.2.5;Addressing Challenge 5;452
1.7.3.2.6;Section Summary;453
1.7.3.3;CHALLENGES BASED ON THE PURPOSE, DESIGN, AND LIMITATIONS OF STATE STANDARDS;453
1.7.3.3.1;Challenges of Representing the Complexity of Reconceptualization in State Standards;453
1.7.3.3.2;New Strategies for Massachusetts’s Standards Revision;456
1.7.3.3.3;Section Summary;458
1.7.3.4;TOWARD STANDARDS THAT HONOR A COGNITIVE BASIS;458
1.7.3.5;NOTES;460
1.7.3.6;REFERENCES;461
1.7.4;LEARNING PROGRESSIONS FOR MULTIPLE PURPOSES: Challenges in Using Learning Progressions;463
1.7.4.1;DEVELOPING LEARNING PROGRESSIONS FOR SPECIFIC USES;464
1.7.4.1.1;Zooming In and Out;465
1.7.4.1.2;Products and Tool Systems;466
1.7.4.2;WORKING WITH STUDENTS’ MISCONCEPTIONS IN LEARNING PROGRESSIONS;468
1.7.4.2.1;Honoring Misconceptions Using Educative Features;468
1.7.4.2.2;Using Alternative Ideas in the Learning Process;469
1.7.4.3;MAKING LEARNING PROGRESSIONS READY FOR USE;470
1.7.4.4;CONCLUSIONS;473
1.7.4.5;REFERENCES;473
1.8;CONCLUDING SECTION;475
1.8.1;LEAPING FORWARD: Next Steps for Learning Progressions in Science;476
1.8.1.1;CONSIDERING CHALLENGES ACROSS STRANDS OF WORK ON LEARNING PROGRESSIONS;477
1.8.1.1.1;Challenges that Cut across Strands;477
1.8.1.1.2;Challenges in Coordinating across Strands;481
1.8.1.2;MOVING FORWARD;482
1.8.1.2.1;Contributing to Policy Conversations;482
1.8.1.2.2;Intersecting with Work beyond Science Education;484
1.8.1.2.3;Recommendations for Future Work and Funding Priorities;485
1.8.1.3;CONCLUDING COMMENTS;488
1.8.1.4;NOTES;488
1.8.1.5;REFERENCES;489
1.9;APPENDIX A: LeaPS CONFERENCE PARTCIPANTS;491
1.10;APPENDIX B: CHAPTER REVIEWERS;494