LEARNING PROGRESSIONS AS TOOL FOR CURRICULUM DEVELOPMENT: LESSONS FROM THE INQUIRY PROJECT
LEARNING PROGRESSIONS AS TOOL FOR CURRICULUM DEVELOPMENT: LESSONS FROM THE INQUIRY PROJECT
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学习进展作为课程开发的工具：探究项目的经验教训
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
J. Asbell
中科院分区：
文献类型：
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作者：
M. Wiser;Carol L. Smith;J. Asbell
探究项目是TERC和塔夫茨大学的合作项目，是一个多方面的项目，包括为3-5年级的学生制定和实施基于学习进展的课程和形成性评估，并进行为期3年的密集纵向研究，比较有和没有新的探究项目课程的学生对问题的思考增长。这种进展是由更广泛的K-12学习进展所决定的（Smith, Wiser, Anderson, & Krajcik, 2006）。在本文中，我们借鉴了我们在探究项目中的工作，以制定在LP框架内设计课程的方法与其他方法的对比：(a)围绕核心概念（贯穿整个年级）而不是主题组织每个年级的课程单元；(b)随着时间的推移（即跨年级）使用核心概念来构建知识，而不是以可以互换使用的自包含模块为目标；(c)根据作为进一步学习的垫脚石的连贯的概念网络，而不是根据专家的理解，建立学习目标；(d)利用杠杆概念和关键点促进物质领域的重新概念化。杠杆概念先于指令存在，并与其他概念有重要关系；它们的重新概念化有助于推动知识网络向前发展。关键是表达概念的量化结构的视觉模型；它们是重新概念化的重要工具。
The Inquiry Project, a collaboration between TERC and Tufts University, is a multi-faceted project that involves elaborating a learning progression for matter developing and implementing curriculum and formative assessment for grades 3-5 based on the learning progression, and conducting an intensive 3-year longitudinal study comparing the growth of thinking about matter among students with and without the new Inquiry Project curriculum. The progression is informed by a broader K-12 learning progression for matter (Smith, Wiser, Anderson, & Krajcik, 2006). In this paper, we draw from our work in the Inquiry Project to formulate ways in which designing curricula within a LP framework contrasts with other approaches: (a) organizing curricular units for each grade around core concepts (that are carried across the grades) rather than topics; (b) using core concepts to build knowledge over time (i.e., across grade) rather than aiming for self-contained modules that can be used interchangeably; (c) establishing learning goals in terms of coherent networks of concepts that are stepping stones for further learning, rather than in terms of pieces of expert understanding; and (d) fostering reconceptualization in the domain of matter, using lever concepts and linchpins. Lever concepts exist prior to instruction and bear important relations to other concepts; their reconceptualization helps propel the knowledge network forward. Linchpins are visual models that express the quantificational structure of concepts; they are an important tool of reconceptualization.