Rethinking what is "developmentally appropriate" from a learning progression perspective: The power and the challenge

 
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2012 (EL)
Rethinking what is "developmentally appropriate" from a learning progression perspective: The power and the challenge (EN)

METZ, KATHLEEN; University of California, Berkeley, USA

Learning progressions have recently become increasingly visible in studies of learning and instruction in science. In this essay, I explore the power and considerable challenges in rethinking what may be developmentally appropriate for young children's learning science from the perspective of learning progressions. In particular, I examine the issues of: a) the design of promising learning progressions within the vast design space of potential progressions; b) identification of cognitive resources relevant to a progression; c) analysis of effort / payoff for particular competencies at different points in the progression; d) attribution of cognitive limitations and achievements; e) coordination and collaboration needed to support the design, utilization, and refinement of the learning progression; and f) absence of straightforward correspondence between a learning progression and trajectories of different children's knowledge-development. (EN)

Learning progression, science, young children (EN)

Πανεπιστήμιο Πατρών (EL)
University of Patras (EN)

Αγγλική γλώσσα

2012-03-27


Array (EN)

Review of Science, Mathematics and ICT Education; Τόμ. 3, Αρ. 1 (2009): Science Education Research and Theory in the Early Years; 5-22 (EL)
Review of Science, Mathematics and ICT Education; Τόμ. 3, Αρ. 1 (2009): Science Education Research and Theory in the Early Years; 5-22 (EN)

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