| Author(s) |
Arthur, Dagmar
McCloughan, Gerry
Pegg, John
Panizzon, Debra
|
| Publication Date |
2022-03-07
|
| Abstract |
<p>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.</p>
|
| Citation |
Teacher, p. 1-10
|
| ISSN |
2208-6463
|
| Link | |
| Language |
en
|
| Publisher |
Australian Council for Educational Research
|
| Title |
From theory to practice - implementing learning progressions in science
|
| Type of document |
Journal Article
|
| Entity Type |
Publication
|
| Name | Size | format | Description | Link |
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