Learning progressions: significant promise, significant challenge
Learning progressions: significant promise, significant challenge
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学习进展：重大承诺，重大挑战
DOI：
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发表时间：
2012
期刊：
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通讯作者：
Alicia C. Alonzo
中科院分区：
文献类型：
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作者：
Alicia C. Alonzo
在过去的五年左右，alearning progress的概念已经在美国科学教育界获得了牵引力。学习进展一直被吹捧为解决美国（和世界各地）科学教育面临的一些令人烦恼和持续存在的问题的一种手段。特别是，人们对学习进展的潜力感到非常兴奋，以提供急需的标准，课程和评估的一致性。虽然相对较新，但这种有前途的方法已经对美国科学教育的格局产生了重大影响。然而，也有人担心，这种影响可能为时过早。一个实质性的挑战在于验证学习进展如何确保这些工具，这是迅速纳入政策和实践，有足够的经验证明。本文讨论了在科学教育改革中验证学习进展的承诺和挑战。
Over the past five years or so, the concept of alearning progression has gained traction in the United States (US) science education community. Learning progressions have been touted as a means of addressing a number of vexing and persistent problems facing science education in the US (and around the world). In particular, there is great excitement over the potential of learning progressions to provide much needed coherence to standards, curricula, and assessments. Although relatively new, this promising approach is already having a significant impact on the landscape of US science education. However, there are also concerns that this influence may be premature. A substantial challenge lies in the validation of learning progressions—how to ensure that these tools, which are rapidly being incorporated into policy and practice, have sufficient empirical justification. This paper discusses both the promise and challenge of work to validate learning progressions for use in science education reform.