Learning Progressions Footprint Conference

学习进步足迹会议

• 批准号: 1132562
• 负责人: Charles Anderson
• 金额: $ 18.05万
• 依托单位: Michigan State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-04-01 至 2012-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1132562&HistoricalAwards=false
• 关键词: Learning; Progressions; Footprint; Conference

Through the "Learning Progressions Footprint Conference," leading researchers in science and mathematics education are bringing together leaders in the field for a workshop - to take place in Washington, DC, in July, 2011 - that will enable them to take stock of the progress of learning progressions research to date and to suggest productive directions for future research and development. The year 2011 promises to be a watershed year in science and mathematics education as many important developments are currently taking place that will shape mathematics and science education for years to come. In particular, new national standards are under development in both mathematics and science education, with revisions in state standards and assessments to follow. Learning progressions are informing Common Core standards and assessments for mathematics and are expected to play a central role in the conceptual framework for new National Science Education Standards. As new standards and assessments are introduced to the field, it will be critical (a) to assess current standards and contributions of learning progressions research, and (b) to turn attention to research on how to support implementation of practices and related products and technologies informed by a learning progressions perspective. Learning progressions research seeks to establish empirically grounded accounts of the development of students' scientific and mathematical knowledge and practice over broad spans of time, and of the instructional means of support that enable that development. Well-grounded learning progressions or learning trajectories can serve as valuable resources for science and mathematics education researchers, developers of standards documents, assessment developers, and curriculum developers. A critical evaluation of learning progressions research at this time is enabling the field to set priorities and invest resources wisely. The conference is framed to focus on these issues and is to be attended by about 40 leading researchers, developers, and practitioners in mathematics and science education, as well as representatives of NSF and other federal agencies. In preparation for the conference, participants are considering five key questions: 1. What is the important work that has taken place over the last 20 years? How strong is the evidence base and how can it be strengthened? 2. What are learning progressions good for? How have they been used in practice, and with what consequences? What additional uses might they legitimately have? 3. What methodological advances have been made in learning progressions work? To what extent are current standards of evidence adequate and where are further refinements needed? 4. How can we develop the interdisciplinary teams, possibly including potential users, to do this type of work? 5. What recommendations do conference members have for policies and priorities for future learning progressions work?The products of the conference will include: (a) a conference report that assesses the evidence base around learning progressions, evaluates methodological approaches, and considers implications for policy and practice, (b) proposals for sessions at professional conferences, and (c) position papers to be submitted to journals for publication.

通过“学习进度足迹会议”，科学和数学教育领域的主要研究人员将在2011年7月在华盛顿特区举行的领域领导者聚集在一起，这将使他们能够库存学习进步研究的进步，并为未来的研究和发展提供有效的方向。 2011年将成为科学和数学教育的分水岭，因为目前正在发生许多重要的发展，这些发展将在未来几年内塑造数学和科学教育。 特别是，在数学和科学教育方面都在制定新的国家标准，并在州标准和评估中进行了修订。 学习进步正在为数学的通用核心标准和评估提供信息，并有望在新的国家科学教育标准的概念框架中发挥核心作用。 由于新的标准和评估被引入该领域，因此（a）评估学习进度研究的当前标准和贡献以及（b）将注意力转向研究如何支持实践，相关产品和技术的研究，这将是至关重要的（a）。 学习进步研究旨在建立关于学生在广泛的时间跨度的科学和数学知识和实践发展的经验基础的说法，以及能够使这一发展的教学手段。 良好的学习进步或学习轨迹可以作为科学和数学教育研究人员，标准文档的开发人员，评估开发人员和课程开发人员的宝贵资源。 目前对学习进度研究的批判性评估是使该领域能够确定优先级并明智地投资资源。 该会议是针对这些问题的重点，将有40位主要的研究人员，开发人员和从业人员以及NSF和其他联邦机构的代表参加。 为了准备会议，参与者正在考虑五个关键问题：1。过去20年中发生的重要工作是什么？ 证据基础有多强？如何加强它？ 2。学习进度有什么好处？ 它们如何在实践中使用，并带来什么后果？他们可能合法地使用哪些其他用途？ 3。在学习进展方面取得了什么方法上的进步？ 目前的证据标准在多大程度上足够，需要进一步的改进？ 4。我们如何发展跨学科团队，可能包括潜在用户，从而进行此类工作？ 5.会议成员对未来学习进步的政策和优先级有哪些建议？会议的产品包括：（a）会议报告，评估围绕学习进度的证据，评估方法论方法，评估方法论方法，并考虑对政策和实践的影响，（b）提议专业会议上的职位，以及（c）提交给本人出版的职位纸张的职位。