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ERIC Number: EJ946987
Record Type: Journal
Publication Date: 2011
Pages: 60
Abstractor: As Provided
ISSN: ISSN-0305-7267
Learning Progressions and Teaching Sequences: A Review and Analysis
Duschl, Richard; Maeng, Seungho; Sezen, Asli
Studies in Science Education, v47 n2 p123-182 2011
Our paper is an analytical review of the design, development and reporting of learning progressions and teaching sequences. Research questions are: (1) what criteria are being used to propose a "hypothetical learning progression/trajectory" and (2) what measurements/evidence are being used to empirically define and refine a "hypothetical learning progression/trajectory"? Publications from five topic areas are examined: teaching sequences, teaching experiments, didaktiks, learning trajectories in mathematics education and learning progressions in science education. The reviewed publications are drawn from journal special issues, conference reports and monographs. The review is coordinated around four frameworks of Learning Progressions (LP): conceptual domain, disciplinary practices, assessment/measurement and theoretical/guiding conceptions. Our findings and analyses show there is a distinction between the preferred learning pathways that focus on "Evolutionary LP" models and the less preferred but potentially good LP starting place curriculum coherence focused "Validation LP" models. We report on the respective features and characteristics for each. (Contains 6 figures and 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A