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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/54357
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dc.contributor.authorArthur, Dagmaren
dc.contributor.authorMcCloughan, Gerryen
dc.contributor.authorPegg, Johnen
dc.contributor.authorPanizzon, Debraen
dc.date.accessioned2023-03-24T04:51:00Z-
dc.date.available2023-03-24T04:51:00Z-
dc.date.issued2022-03-07-
dc.identifier.citationTeacher, p. 1-10en
dc.identifier.issn2208-6463en
dc.identifier.urihttps://hdl.handle.net/1959.11/54357-
dc.description.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>en
dc.languageenen
dc.publisherAustralian Council for Educational Researchen
dc.relation.ispartofTeacheren
dc.titleFrom theory to practice - implementing learning progressions in scienceen
dc.typeJournal Articleen
dcterms.accessRightsBronzeen
local.contributor.firstnameDagmaren
local.contributor.firstnameGerryen
local.contributor.firstnameJohnen
local.contributor.firstnameDebraen
local.profile.schoolSiMERRen
local.profile.schoolSiMERRen
local.profile.schoolSchool of Educationen
local.profile.schoolSiMERRen
local.profile.emaildmccloug@une.edu.auen
local.profile.emailgmccloug@une.edu.auen
local.profile.emailjpegg@une.edu.auen
local.profile.emaildpanizzo@une.edu.auen
local.output.categoryC3en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.publisher.placeAustraliaen
local.format.startpage1en
local.format.endpage10en
local.url.openhttps://www.teachermagazine.com/au_en/articles/from-theory-to-practice-implementing-learning-progressions-in-scienceen
local.access.fulltextYesen
local.contributor.lastnameArthuren
local.contributor.lastnameMcCloughanen
local.contributor.lastnamePeggen
local.contributor.lastnamePanizzonen
dc.identifier.staffune-id:dmcclougen
dc.identifier.staffune-id:gmcclougen
dc.identifier.staffune-id:jpeggen
dc.identifier.staffune-id:dpanizzoen
local.profile.orcid0000-0001-7200-3487en
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/54357en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleFrom theory to practice - implementing learning progressions in scienceen
local.output.categorydescriptionC3 Non-Refereed Article in a Professional Journalen
local.search.authorArthur, Dagmaren
local.search.authorMcCloughan, Gerryen
local.search.authorPegg, Johnen
local.search.authorPanizzon, Debraen
local.uneassociationYesen
local.atsiresearchNoen
local.sensitive.culturalNoen
local.year.published2022en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/ea43a503-ff9a-4021-a0df-83563ad9e840en
local.subject.for2020390113 Science, technology and engineering curriculum and pedagogyen
local.subject.for2020390304 Primary educationen
local.subject.seo2020280109 Expanding knowledge in educationen
local.profile.affiliationtypeUNE Affiliationen
local.profile.affiliationtypeUNE Affiliationen
local.profile.affiliationtypeUNE Affiliationen
local.profile.affiliationtypePost-UNEen
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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