Developing assessments for a learning progression on carbon-transforming processes in socio-ecological systems
Developing assessments for a learning progression on carbon-transforming processes in socio-ecological systems
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为社会生态系统中碳转化过程的学习进程制定评估
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
C. W. Anderson
中科院分区：
文献类型：
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作者：
H. Jin;C. W. Anderson
学习进展是对思考或理解一个主题的日益复杂的方式的描述(国家研究委员会[NRC]，2007)。它们为评估学生的理解和学习提供了有希望的框架。在我们为碳转化过程制定学习进度的工作中，我们邀请了来自两个国家(美国和中国)的广泛年龄段的参与者(四年级到十一年级)。我们让来自不同年龄段的参与者参与进来，以便开发一个从天真推理到复杂科学推理的学习过程。
Learning progressions are descriptions of increasingly sophisticated ways of thinking about or understanding a topic (National Research Council [NRC], 2007). They provide promising frameworks for assessing students’ understanding and learning. In our work to develop a learning progression for carbon-transforming processes, we involved participants from a wide age range (fourth grade through 11th grade) and from two countries (the United States [US] and China). We involved participants from a wide age range in order to develop a learning progression spanning naive reasoning to sophisticated scientific reasoning.