Learning Progressions in Context: Tensions and Insights from a Semester-Long Middle School Modeling Curriculum

Autor/inn/en	Pierson, Ashlyn E.; Clark, Douglas B.; Sherard, Max K.
Titel	Learning Progressions in Context: Tensions and Insights from a Semester-Long Middle School Modeling Curriculum
Quelle	In: Science Education, 101 (2017) 6, S.1061-1088 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pierson, Ashlyn E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21314
Schlagwörter	Longitudinal Studies; Middle School Students; Grade 8; Academic Achievement; Learning Processes; Models; Curriculum + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Schulleistung; Learning process; Lernprozess; Analogiemodell; Curricula; Lehrplan; Rahmenplan
Abstract	Schwarz and colleagues have proposed and refined a learning progression for modeling that provides a valuable template for envisioning increasingly sophisticated levels of modeling practice at an aggregate level (Fortus, Shwartz, & Rosenfeld, 2016; Schwarz et al., 2009; Schwarz, Reiser, Archer, Kenyon, & Fortus, 2012). Thinking about learning progressions for modeling, however, involves challenges in coordinating between aggregate arcs in the curriculum and individual student learning trajectories. First, individual student performance is often dependent on students' epistemic aims and the nature of the conceptual and representational context. Second, approaches for longitudinally supporting students in modeling is a relatively nascent endeavor, although notable exemplars have been developed (e.g., IQWST). Third, research on the highest levels of the proposed progression is often hypothetical, because few students demonstrate high-level modeling practices in typical classrooms. In response to these challenges, we conducted a semester-long design-based study of eighth graders engaging in diagrammatic, physical, and computational modeling. In this paper, we explore conceptual and representational contexts designed to support sophisticated modeling practices and beliefs, analyze the nature of high-level performances achieved through these contexts, and suggest revisions to the articulation of the Schwarz and colleagues learning progression to increase its utility and generalizability when viewed through a resource-related lens. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01