Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/51482
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DC Field | Value | Language |
---|---|---|
dc.contributor.author | Panizzon, Debra | en |
dc.contributor.author | Pegg, John | en |
dc.contributor.author | Arthur, Dagmar | en |
dc.contributor.author | McCloughan, Gerry | en |
dc.date.accessioned | 2022-03-28T03:04:43Z | - |
dc.date.available | 2022-03-28T03:04:43Z | - |
dc.date.issued | 2021-11-01 | - |
dc.identifier.citation | Australian Journal of Education, 65(3), p. 265-279 | en |
dc.identifier.issn | 2050-5884 | en |
dc.identifier.issn | 0004-9441 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/51482 | - |
dc.description.abstract | <p>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.</p> | en |
dc.language | en | en |
dc.publisher | Sage Publications Ltd | en |
dc.relation.ispartof | Australian Journal of Education | en |
dc.title | Designing a developmental progression to assess students' conceptual understandings by focusing on the language demands in Science | en |
dc.type | Journal Article | en |
dc.identifier.doi | 10.1177/00049441211036518 | en |
local.contributor.firstname | Debra | en |
local.contributor.firstname | John | en |
local.contributor.firstname | Dagmar | en |
local.contributor.firstname | Gerry | en |
local.profile.school | SiMERR | en |
local.profile.school | School of Education | en |
local.profile.school | SiMERR | en |
local.profile.school | SiMERR | en |
local.profile.email | dpanizzo@une.edu.au | en |
local.profile.email | jpegg@une.edu.au | en |
local.profile.email | dmccloug@une.edu.au | en |
local.profile.email | gmccloug@une.edu.au | en |
local.output.category | C1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.publisher.place | United Kingdom | en |
local.format.startpage | 265 | en |
local.format.endpage | 279 | en |
local.identifier.scopusid | 85112352628 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 65 | en |
local.identifier.issue | 3 | en |
local.contributor.lastname | Panizzon | en |
local.contributor.lastname | Pegg | en |
local.contributor.lastname | Arthur | en |
local.contributor.lastname | McCloughan | en |
dc.identifier.staff | une-id:dpanizzo | en |
dc.identifier.staff | une-id:jpegg | en |
dc.identifier.staff | une-id:dmccloug | en |
dc.identifier.staff | une-id:gmccloug | en |
local.profile.orcid | 0000-0001-7200-3487 | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:1959.11/51482 | en |
local.date.onlineversion | 2021-08-12 | - |
dc.identifier.academiclevel | Academic | en |
dc.identifier.academiclevel | Academic | en |
dc.identifier.academiclevel | Academic | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Designing a developmental progression to assess students' conceptual understandings by focusing on the language demands in Science | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.search.author | Panizzon, Debra | en |
local.search.author | Pegg, John | en |
local.search.author | Arthur, Dagmar | en |
local.search.author | McCloughan, Gerry | en |
local.uneassociation | Yes | en |
local.atsiresearch | No | en |
local.sensitive.cultural | No | en |
local.identifier.wosid | 000684650200001 | en |
local.year.available | 2021 | en |
local.year.published | 2021 | en |
local.fileurl.closedpublished | https://rune.une.edu.au/web/retrieve/f24959c5-d839-464d-bc05-cec871903720 | en |
local.subject.for2020 | 390113 Science, technology and engineering curriculum and pedagogy | en |
local.subject.for2020 | 390304 Primary education | en |
local.subject.seo2020 | 280109 Expanding knowledge in education | en |
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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