Abstract
Learning progressions—descriptions of increasingly sophisticated ways of thinking about or understanding a topic (National Research Council [NRC], 2007)—offer a promising framework for bringing coherence to multiple facets of the educational system. Learning progressions, which articulate cognitive models of the development of student understanding, have the potential to inform the design of standards, large-scale and classroom assessments, curricula, and teacher professional development. As such, the science education community has taken considerable interest in learning progressions. However, as with any new research agenda, there are challenges. If these challenges are not addressed, they may thwart the promise that learning progressions hold.
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Gotwals, A.W., Alonzo, A.C. (2012). Introduction. In: Alonzo, A.C., Gotwals, A.W. (eds) Learning Progressions in Science. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-824-7_1
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DOI: https://doi.org/10.1007/978-94-6091-824-7_1
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