Rethinking what is 'developmentally appropriate' from a learning progression perspective: The power and the challenge
| Autor: | KATHLEEN METZ |
|---|---|
| Jazyk: | English<br />French |
| Rok vydání: | 2009 |
| Předmět: | |
| Zdroj: | Review of Science, Mathematics and ICT Education, Vol 3, Iss 1, Pp 5-22 (2009) |
| Druh dokumentu: | article |
| ISSN: | 1791-261X 1792-3999 |
| Popis: | Learning progressions have recently become increasingly visible in studies of learning and instruction in science. In this essay, I explore the power and considerable challenges in rethinking what may be developmentally appropriate for young children's learning science from the perspective of learning progressions. In particular, I examine the issues of: a) the design of promising learning progressions within the vast design space of potential progressions; b) identification of cognitive resources relevant to a progression; c) analysis of effort / payoff for particular competencies at different points in the progression; d) attribution of cognitive limitations and achievements; e) coordination and collaboration needed to support the design, utilization, and refinement of the learning progression; and f) absence of straightforward correspondence between a learning progression and trajectories of different children's knowledge-development. |
| Databáze: | Directory of Open Access Journals |
| Externí odkaz: |
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