how can we better understand the mental steps learners take as they come to understand science...
TRANSCRIPT
How can we better understand the mental steps learners take as they come to understand science topics?
Recent insights: Learning Progressions and Trajectories
Learning Progressions
Learning Trajectories
How do we develop a more sophisticated understanding over time?
What knowledge is needed to keep progressing?
Learning to Ride a Bike
Level 1
Level 2Level 3
Level 4
Example topic: Causes of Earth’s seasons
Learners’ understandings of scientific topics
http://www.teachertube.com/viewVideo.php?video_id=657
Another example topic
Image from NOAA: http://www.srh.noaa.gov/jetstream/atmos/images/hydro.jpg
Sample learning progression for the water cycle
Water is only in isolated, visible
locations (puddles, oceans)
Water and substances in
water move along multiple paths
with visible and invisible
boundaries; detailed
connections between natural
and human-engineered
systems
Water moves through
connected environmental systems using multiple paths
(e.g. underground aquifers, water vapor, human-
engineered systems)
Water can move from one visible
location to another
(river lake; soil clouds)
Based on Gunckel, Covitt, Salinas, & Anderson (2012)
1
2
3
4
Teaching and learning progressions for sea level rise
NGSS-aligned teaching progression:http://www.climateedresearch.org/
publications/2013/SLRTeachingProgression.pdf
Draft hypothesized learning progression:http://www.climateedresearch.org/
publications/2012/SLR-LP.pdf
This presentation was designed by the MADE CLEAR Learning Sciences Research Team at the University of Maryland, College Park (www.ClimateEdResearch.org)
This material is based upon work supported by the National Science Foundation under Grant No. 1043262. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
This presentation was designed by the MADE CLEAR Learning Sciences Research Team at the University of Maryland, College Park (www.ClimateEdResearch.org)
This material is based upon work supported by the National Science Foundation under Grant No. 1043262. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.