Beyond Empirical Adequacy: Learning Progressions as Models and Their Value for Teachers
| Autor: | Alicia C. Alonzo, Andrew Elby |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
Value (ethics)
Generativity Knowledge level 05 social sciences 050301 education Contrast (statistics) Experimental and Cognitive Psychology Scientific modelling Education Formative assessment Educational research Embodied cognition Developmental and Educational Psychology Mathematics education 0501 psychology and cognitive sciences 0503 education General Psychology 050104 developmental & child psychology |
| Zdroj: | Cognition and Instruction. 37:1-37 |
| ISSN: | 1532-690X 0737-0008 |
| DOI: | 10.1080/07370008.2018.1539735 |
| Popis: | As scientific models of student thinking, learning progressions (LPs) have been evaluated in terms of one important, but limited, criterion: fit to empirical data. We argue that LPs are not empirically adequate, largely because they rely on problematic assumptions of theory-like coherence in students’ thinking. Through an empirical investigation of physics teachers’ interactions with an LP-based score report, we investigate 2 other criteria of good models: utility and generativity. When interacting with LP-based materials, teachers often adopted finer-grained perspectives (in contrast to the levels-based perspective of the LP itself) and used these finer-grained perspectives to formulate more specific, actionable instructional ideas than when they reasoned in terms of LP levels. However, although teachers did not use the LP-based materials in ways envisioned by LP researchers, the teachers’ interactions with the score reports embodied how philosophers envision the fruitful use of good models of dy... |
| Databáze: | OpenAIRE |
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