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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/54357
Title: From theory to practice - implementing learning progressions in science
Contributor(s): Arthur, Dagmar  (author); McCloughan, Gerry  (author); Pegg, John  (author)orcid ; Panizzon, Debra  (author)
Publication Date: 2022-03-07
Open Access: Yes
Handle Link: https://hdl.handle.net/1959.11/54357
Open Access Link: https://www.teachermagazine.com/au_en/articles/from-theory-to-practice-implementing-learning-progressions-in-scienceOpen Access Link
Abstract: 

Identifying student learning needs to make informed decisions about your next steps in teaching is important for improving student outcomes. A key tool for achieving this in the classroom is the use of learning progressions. In this article, academics from the Science, Information and Communication Technology, and Mathematics Education for Rural and Regional Australia (SiMERR) National Research Centre at the University of New England (UNE) share how the chemical science learning progression they constructed might be implemented in the classroom.

Publication Type: Journal Article
Source of Publication: Teacher, p. 1-10
Publisher: Australian Council for Educational Research
Place of Publication: Australia
ISSN: 2208-6463
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
HERDC Category Description: C3 Non-Refereed Article in a Professional Journal
Appears in Collections:Journal Article
School of Education
The National Centre of Science, Information and Communication Technology, and Mathematics Education for Rural and Regional Australia (SiMERR)

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