A validation framework for science learning progression research     

Hui Jin  Peter van Rijn  John C. Moore  Malcolm I. Bauer  Yamina Pressler  Nissa Yestness 《International Journal of Science Education》2019,41(10):1324-1346

This article provides a validation framework for research on the development and use of science Learning Progressions (LPs). The framework describes how evidence from various sources can be used to establish an interpretive argument and a validity argument at five stages of LP research—development, scoring, generalisation, extrapolation, and use. The interpretation argument contains the interpretation (i.e. the LP and conclusions about students’ proficiency generated based on the LP) and the use of the LP. The validity argument specifies how the evidence from various sources supports the interpretation and the use of the LP. Examples from our prior and current research are used to illustrate the validation activities and analyses that can be conducted at each of the five stages. When conducting an LP study, researchers may use one or more validation activities or analyses that are theoretically necessary and practically applicable in their specific research contexts.  相似文献   

Quantitative Reasoning in Environmental Science: A learning progression     

Robert Lee Mayes  Jennifer Harris Forrester  Jennifer Schuttlefield Christus  Franziska Isabel Peterson  Rachel Bonilla  Nissa Yestness 《International Journal of Science Education》2013,35(4):635-658

The ability of middle and high school students to reason quantitatively within the context of environmental science was investigated. A quantitative reasoning (QR) learning progression was created with three progress variables: quantification act, quantitative interpretation, and quantitative modeling. An iterative research design was used as it is the standard method for the development of learning progressions. The learning progression was informed by interviews of 39 middle and high school students from 5 schools in the Western USA using QR assessments. To inform the lower anchor, intermediate levels, and upper anchor of achievement for the QR learning progression, an extensive review of the literature on QR was conducted. A learning progression framework was then hypothesized. To confirm the framework, three QR assessments within the context of environmental literacy were constructed. The interviews were conducted using these QR assessments. The results indicated that students do not actively engage in quantitative discourse without prompting and display a low level of QR ability. There were no consistent increases on the QR learning progression either across grade levels or across scales of micro/atomic, macro, and landscape.  相似文献