scholarly journals Concept Inventories as a Complement to Learning Progressions

2021 ◽  
Vol 20 (2) ◽  
pp. es4
Author(s):  
Charlotte R. Reed ◽  
Adele J. Wolfson
Keyword(s):  
Student Understanding ◽  
Learning Progressions ◽  
Learning Progression ◽  
Concept Inventories ◽  
Acids And Bases

Concept inventories and learning progressions are both incomplete frameworks, but alignment between them allowed conclusions to be drawn about the validity of a learning progression. It also identified gaps in measuring student understanding about acids and bases in the various inventories.

scholarly journals The Intersection of Learning Progressions and Concept Inventories: Assessment of Student Understanding of Acid/base Concepts

2018 ◽  
Vol 32 (S1) ◽  
Author(s):  
Adele J. Wolfson ◽  
Charlotte R. Reed ◽  
Allison M. Mercer ◽  
Susan Sutheimer ◽  
Jennifer E. Lewis
Keyword(s):  
Student Understanding ◽  
Learning Progressions ◽  
Acid Base ◽  
Concept Inventories

scholarly journals Using organizing purposes to plan and analyse learning progressions in context-based science teaching

2018 ◽  
Vol 14 (3) ◽  
pp. 317-330
Author(s):  
Malin Lavett Lagerström ◽  
Jesús Piqueras ◽  
Ola Palm
Keyword(s):  
Science Teaching ◽  
Learning Goals ◽  
Laboratory Work ◽  
Learning Progressions ◽  
Learning Progression ◽  
Scientific Concepts ◽  
Teaching Activities ◽  
The Real ◽  
Everyday Experiences

During the last years the didactical model organizing purposes have provided important insights about how the teacher in jointly action with the students can create a moment-to-moment learning progression in science lessons, laboratory work and teaching activities. In the present study, organizing purposes were used in practice to plan a lesson within a context-based unit in Biology in which the Ebola disease was the overarching context. The lesson was planned in two main parts. In the first part, the students worked with a model that simulates the spread of the Ebola disease; in the second part, the model was discussed and compared with the real disease. The analysis of the enacted lesson shows that the students’ experiences from the model were effectively used by the teacher to establish a learning progression towards the learning goals. This was done by eliciting questions, comparisons between the model and real diseases, and recalling specific situations that allowed the use of students’ everyday experiences and incorporation of scientific concepts. Moreover, through these actions the teacher constantly directed the discussion towards the learning goals having the context of the unit in focus.

scholarly journals Applying empirical learning progressions for a holistic approach to evidence-based education: SWANS/ABLES

2021 ◽  
Author(s):  
Emily White
Keyword(s):  
Teaching And Learning ◽  
Holistic Approach ◽  
Evidence Based ◽  
Learning Progressions ◽  
Learning Progression ◽  
Proximal Development ◽  
Empirical Learning ◽  
Education Support ◽  
Effective Teaching And Learning ◽  
The Impact

Learning progressions have become an increasing topic of interest for researchers, educational organisations and schools as they can describe the expected pathway of learning within a content area to allow for targeted teaching and learning at all levels of ability. However, there is substantial variation in how learning progressions are developed and to what extent teachers can use them to inform their practices. The ABLES/SWANS tools (Students with Additional Needs/Abilities Based Learning and Education Support) are an example of how an empirical learning progression can be applied to support teachers’ ability to not only target teaching to a student’s zone of proximal development (Vygotsky, 1978), but also to plan, assess, and report on learning. Across Australia, these tools are used to help of thousands of teachers of students with disability to make evidence-based teaching and learning decisions and demonstrate the impact of their work with students. This approach, which scaffolds student achievement towards goals informed by an empirical learning progression, combined with reflective teaching practices, can help teachers to develop their capacity as professionals and provide the most effective teaching and learning for every student, regardless of the presence of disability or additional learning need.

scholarly journals Enhancing place-based learning progression through epistemic agency: a response to toward a hypothetical place-based learning progression for haze pollution in the northern region of Thailand

2021 ◽  
Author(s):  
Lezly Taylor ◽  
Brenda Brand
Keyword(s):  
Social Transformation ◽  
Geographical Location ◽  
Northern Region ◽  
Seasonal Patterns ◽  
Learning Progressions ◽  
Learning Progression ◽  
Epistemic Agency ◽  
Haze Pollution ◽  
Unique Approach ◽  
Development Of Identity

AbstractLuecha Ladachart, Manus Poothawee, and Ladapa Ladachart take a unique approach in their study entitled, “Toward a hypothetical place-based learning progression for haze pollution in the northern region of Thailand,” whereby they frame acquiring disciplinary knowledge within a place-based learning progression in response to regional issues related to air pollution. From this study, the authors created a proposed learning progression that was designed to facilitate an understanding of the cause and effect of haze pollution as it relates to anthropogenic issues, geographical location, and seasonal patterns distinctly for the northern region of Thailand. The purpose of this response article is to discuss the design of Ladachart, Poothawee, and Ladachart’s (2020) place-based learning progressions and to facilitate a discussion on enhancing place-based learning progressions through the development of identity, self-efficacy, and epistemic agency. Lastly, we will reflect on our research in the Mississippi Delta (USA) to engage a discussion on how anchoring learning progressions across epistemological dimensions enables students to advance cognitively and developmentally while experiencing the personal and social transformation that positions them as epistemic agents within their local communities.

Synthesis, Structure and Reactivities of Pentacoordinated Phosphorus–Boron Bonded Compounds

2020 ◽  
Author(s):  
Nathan O'Brien ◽  
Naokazu Kano ◽  
Nizam Havare ◽  
Ryohei Uematsu ◽  
Romain Ramozzi ◽  
...  
Keyword(s):  
Crystal Structure ◽  
Ring Expansion ◽  
Bicyclic Compound ◽  
Compound A ◽  
Ligand System ◽  
Large Bulk ◽  
Rearrangement Reaction ◽  
Hydride Abstraction ◽  
Pentacoordinated Phosphorus ◽  
Acids And Bases

<div>The isolation and reactivities of two pentacoordinated phosphorus–tetracoordinated boron bonded compounds were</div><div>explored. A strong Lewis acidic boron reagent and electron-withdrawing ligand system were required to form the</div><div>pentacoordinated phosphorus state of the P–B bond. The first compound, a phosphoranyl-trihydroborate, gave a THF</div><div>stabilised phosphoranyl-borane intermediate upon a single hydride abstraction in THF. This compound could undergo a</div><div>unique rearrangement reaction, that involved a two-fold ring expansion, to give an unusual fused bicyclic compound or it</div><div>could act as a mono-hydroboration reagent. The hydroboration reactivity of the intermediate was found to be more reactive</div><div>towards alkynes over alkenes with good to moderate regioselectivity towards the terminal carbon. The second compound,</div><div>a phosphoranyl-triarylborate, was found to have a vastly different reactivity to the trihydroborate as it was highly stable</div><div>towards acids and bases. This is thought to be due to the large bulk around the P–B bond as shown in the crystal structure</div>

Sign in / Sign up

Export Citation Format

Share Document