Integrated Learning Progressions: Advancing Synergetic Development of Energy Understanding and Scientific Explanation

• In Event: Poster Session 6
  In Poster Session: Curriculum and Instruction in the Science Classroom

Abstract

Science learning should integrate scientific practices, discipline core ideas and crosscutting concepts. Therefore we developed an integrated learning progression fusing energy understanding and scientific explanation. A quasi-experiment was conducted to examine: at what learning outcomes and to what extent the instruction facilitated by the integrated learning progression can be more fruitful, when comparing to traditional instruction. Using video analysis and pre/post tests, we found that: (1) integrated learning progression based teacher training influenced the treatment groups’ instruction. (2) Both groups’ performances were improved, but students in the treatment group demonstrated better understanding of energy and better competence of scientific explanation. This proposal ends with discussions about implication to future curriculum design and teacher professional development.

Authors

• Yao Jianxin, Beijing Normal University

• Guo Yuying, Beijing Normal University

• Knut Hartmut Neumann, Leibniz Institute for Science and Mathematics Education