Designing a developmental progression to assess students’ conceptual understandings by focusing on the language demands in Science

IF 1.5 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australian Journal of Education Pub Date : 2021-08-12 DOI:10.1177/00049441211036518

D. Panizzon, J. Pegg, D. Arthur, G. McCloughan

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引用次数: 0

Abstract

Few would argue the value of learning progressions in providing useful structures for selecting and sequencing in a developmental manner the key components of an ‘intended curriculum’. Yet, there are pervading issues around what is meant by a developmental sequence, along with how they are used to assess what learners know, understand and can do. One key oversight in Science is recognising the role of technical and non-technical language in student conceptual development. This article reports on the construction of a hypothesised learning progression that identifies students’ progress in understanding essential concepts in the Chemical Sciences from Foundation to Year 6. It is based upon an extensive analysis of the technical and non-technical language of the Australian Curriculum: Science. The progression was constructed by focusing upon learner-appropriate language and scientific understanding with the Structure of the Observed Learning Outcome model (Pegg, 2018) providing the theoretical basis for ensuring systematic and objective rigour in the resultant developmental progression.

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设计一种发展性的递进法，以评估学生在科学课程中的概念理解

很少有人会争论学习进步在提供有用的结构以发展的方式选择和排序“预期课程”的关键组成部分方面的价值。然而，关于发展序列的含义，以及如何使用它们来评估学习者所知道、理解和能够做的事情，存在着普遍的问题。《科学》杂志的一个关键疏忽是认识到技术和非技术语言在学生概念发展中的作用。本文报告了一个假设的学习进度的构建，该进度确定了学生从基础到六年级在理解化学科学基本概念方面的进展。它是基于对澳大利亚课程的技术和非技术语言的广泛分析：科学。该进展是通过关注适合学习者的语言和科学理解来构建的，观察到的学习结果模型的结构（Pegg，2018）为确保由此产生的发展进展具有系统和客观的严谨性提供了理论基础。

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来源期刊

Australian Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

0.00%

发文量

期刊介绍： The Australian Journal of Education was established in 1957 under the editorship of Professor Bill Connell. Drawing upon research conducted in Australia and internationally, the AJE aims to inform educational researchers as well as educators, administrators and policymakers about issues of contemporary concern in education. The AJE seeks to publish research studies that contribute to educational knowledge and research methodologies, and that review findings of research studies. Its scope embraces all fields of education and training. In addition to publishing research studies about education it also publishes articles that address education in relation to other fields.