Multiple Perspectives on Teacher Implementation of Learning Progression Teaching Strategies in Environmental Science

• In Event: Poster Session 7
  In Poster Session: Exploring the Space of Science Pedagogical Practices

Abstract

Learning progressions are descriptions of increasingly complex understandings and associated metrics for their development. Within environmental science, for example, different learning progression might focus on the water cycle, carbon cycle, or biodiversity. Anchored at the lower end by what we know about how younger students reason, the learning progressions in our work are anchored at the upper end by what disciplinary education experts identify as the knowledge needed for college, career, and citizenship readiness. We report on results from grade 6-12 classroom observations, student surveys, and student focus group interviews. These are part of a larger project aimed at the question: What is the nature of learning progression teaching strategies when teachers implement progression-centered curriculum after learning progression-based professional development?

Authors

• Shandy Hauk, WestEd

• Nissa Yestness, Colorado State University - Fort Collins

• Kitty Roach, University of Northern Colorado

• Alan Berkowitz, Cary Institute of Ecosystem Studies