Learning progressions and teaching sequences: A review and analysis

Richard Duschl, Seungho Maeng, Asli Sezen

Research output: Contribution to journalReview article

143 Scopus citations

Abstract

Our paper is an analytical review of the design, development and reporting of learning progressions and teaching sequences. Research questions are: (1) what criteria are being used to propose a 'hypothetical learning progression/trajectory' and (2) what measurements/evidence are being used to empirically define and refine a 'hypothetical learning progression/trajectory'? Publications from five topic areas are examined: teaching sequences, teaching experiments, didaktiks, learning trajectories in mathematics education and learning progressions in science education. The reviewed publications are drawn from journal special issues, conference reports and monographs. The review is coordinated around four frameworks of Learning Progressions (LP): conceptual domain, disciplinary practices, assessment/measurement and theoretical/guiding conceptions. Our findings and analyses show there is a distinction between the preferred learning pathways that focus on 'Evolutionary LP' models and the less preferred but potentially good LP starting place curriculum coherence focused 'Validation LP' models. We report on the respective features and characteristics for each.

Original languageEnglish (US)
Pages (from-to)123-182
Number of pages60
JournalStudies in Science Education
Volume47
Issue number2
DOIs
StatePublished - Sep 1 2011

All Science Journal Classification (ASJC) codes

  • Education

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