Learning Progressions Footprint Conference

通过“学习进展足迹会议”，科学和数学教育领域的主要研究人员将召集该领域的领导者参加一个研讨会——该研讨会将于2011年7月在华盛顿特区举行——这将使他们能够评估学习进展研究的进展，并为未来的研究和发展提出富有成效的方向。2011年有望成为科学和数学教育的分水岭，因为目前正在发生的许多重要发展将影响未来几年的数学和科学教育。特别是，数学和科学教育的新国家标准正在制定中，各州标准和评估也将随之修订。学习进阶为共同核心标准和数学评估提供了信息，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。随着新的标准和评估被引入该领域，至关重要的是(a)评估当前的标准和学习进阶研究的贡献，以及(b)将注意力转向如何支持实践的实施以及学习进阶视角下的相关产品和技术的研究。学习进展研究旨在建立基于经验的学生的科学和数学知识的发展和实践的大跨度的时间，以及支持这种发展的教学手段。良好的学习进展或学习轨迹可以作为科学和数学教育研究者、标准文件开发者、评估开发者和课程开发者的宝贵资源。目前，对学习进展研究的关键评估使该领域能够确定优先事项并明智地投入资源。这次会议将集中讨论这些问题，并将有大约40名数学和科学教育领域的主要研究人员、开发人员和实践者，以及美国国家科学基金会和其他联邦机构的代表参加。在准备会议的过程中，与会者正在考虑五个关键问题：1。在过去的20年里发生了什么重要的工作？证据基础有多强？如何加强？2. 学习进度对什么有好处？它们在实践中是如何使用的，产生了什么后果？它们可能有哪些合法的额外用途？3. 在学习进阶法方面取得了哪些方法论上的进步？目前的证据标准在多大程度上是足够的，哪些地方需要进一步改进？4. 我们如何发展跨学科的团队，可能包括潜在的用户，来完成这类工作？5. 会议成员对未来学习进展工作的政策和优先事项有什么建议？会议的成果将包括：(a)评估学习进展的证据基础的会议报告，评估方法方法，并考虑对政策和实践的影响，(b)专业会议的会议建议，以及(c)提交给期刊发表的立场文件。

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.