Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature-Reference-Cited by-同舟云学术

Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature

Published:2019-06-07 Issue:5 Volume:103 Page:1206-1234
ISSN:0036-8326
Container-title:Science Education
language:en
Short-container-title:Sci. Ed.

Author:

Jin Hui¹^ORCID,Mikeska Jamie N.¹^ORCID,Hokayem Hayat²,Mavronikolas Elia¹

Affiliation:

1. Student and Teacher Research CenterEducational Testing Service Princeton New Jersey

2. Andrews Institute of Mathematics and Science EducationTexas Christian University Fort Worth Texas

Publisher

Wiley

Subject

History and Philosophy of Science,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/sce.21525

Reference148 articles.

1. Exploring the Progression in Preservice Chemistry Teachers’ Pedagogical Content Knowledge Representations: The Case of “Behavior of Gases”

2. Mendel and modern genetics: the legacy for today

3. Teaching the nature of science through scientific errors

4. Exploring the learning progression–formative assessment hypothesis

5. Alonzo A. C. &Gotwals A. W.(Eds.) (2012).Learning progressions in science: Current challenges and future directions. Rotterdam: The Netherlands Sense Publishers. Retrieved fromhttps://doi.org/10.1007/978‐94‐6091‐824‐7

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