Testa, I. and Galano, S. and Scotti di Uccio, U. and Marzoli, I. and Giuliana, G. (2023) Learning progressions: An overview and how-to guide for researchers in physics education. Il nuovo cimento C, 46 (6). pp. 1-16. ISSN 1826-9885
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Abstract
Learning progressions are a well established model in science edu-cation research to represent the learning process. It lies at the heart of the learning progressions the idea that students develop their knowledge of a subject from na¨ıve conceptions and, through a series of intermediate stages of increasingly sophisticated understanding, come to master a scientifically correct body of knowledge. Starting from a learning progression, it is possible to develop entire curricula and large-scale evaluation tools based on empirical data. We will present a review of the literature on learning progressions and discuss possible implications for research in physics education and teaching practice.
| Item Type: | Article |
|---|---|
| Subjects: | 500 Scienze naturali e Matematica > 530 Fisica |
| Depositing User: | Marina Spanti |
| Date Deposited: | 11 Dec 2023 02:33 |
| Last Modified: | 11 Dec 2023 02:33 |
| URI: | http://eprints.bice.rm.cnr.it/id/eprint/22536 |
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