Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/51482
Title: Designing a developmental progression to assess students' conceptual understandings by focusing on the language demands in Science
Contributor(s): Panizzon, Debra  (author); Pegg, John  (author)orcid ; Arthur, Dagmar  (author); McCloughan, Gerry  (author)
Publication Date: 2021-11-01
Early Online Version: 2021-08-12
DOI: 10.1177/00049441211036518
Handle Link: https://hdl.handle.net/1959.11/51482
Abstract: 

Few would argue the value of learning progressions in providing useful structures for selecting and sequencing in a developmental manner the key components of an 'intended curriculum'. Yet, there are pervading issues around what is meant by a developmental sequence, along with how they are used to assess what learners know, understand and can do. One key oversight in Science is recognising the role of technical and non-technical language in student conceptual development. This article reports on the construction of a hypothesised learning progression that identifies students' progress in understanding essential concepts in the Chemical Sciences from Foundation to Year 6. It is based upon an extensive analysis of the technical and non-technical language of the Australian Curriculum: Science. The progression was constructed by focusing upon learner-appropriate language and scientific understanding with the Structure of the Observed Learning Outcome model (Pegg, 2018) providing the theoretical basis for ensuring systematic and objective rigour in the resultant developmental progression.

Publication Type: Journal Article
Source of Publication: Australian Journal of Education, 65(3), p. 265-279
Publisher: Sage Publications Ltd
Place of Publication: United Kingdom
ISSN: 2050-5884
0004-9441
Fields of Research (FoR) 2020: 390113 Science, technology and engineering curriculum and pedagogy
390304 Primary education
Socio-Economic Objective (SEO) 2020: 280109 Expanding knowledge in education
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
The National Centre of Science, Information and Communication Technology, and Mathematics Education for Rural and Regional Australia (SiMERR)

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