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Implications of Complexity for Research on Learning Progressions
Author(s) -
HAMMER DAVID,
SIKORSKI TIFFANYROSE
Publication year - 2015
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.21165
Subject(s) - george (robot) , hammer , citation , associate editor , library science , art history , artificial intelligence , computer science , engineering , art , mechanical engineering
The National Research Council first offered learning progressions (LPs) as a potentially generative construct for science education in its 2007 report Taking Science to School. The report defined LPs as “descriptions of the successively more sophisticated ways of thinking about a topic that can follow one another as children learn about and investigate a topic over a broad span of time” (NRC, 2007, p. 214).
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