Learning progressions: framing and designing coherent sequences for STEM education

• Main Author: Richard A. Duschl
• Format: Article
• Language: English
• Published: SpringerOpen 2019-11-01
• Series: Disciplinary and Interdisciplinary Science Education Research
• Subjects: Learning progressions; Science & epistemic practices; Assessment; Early childhood learning
• Online Access: https://doi.org/10.1186/s43031-019-0005-x

Abstract The coupled influences of scholarship in the fields of Psychology, Philosophy, and Pedagogy beginning in the 1950s, set in motion the emergence of new images, methodological perspectives, theories, and design principles about learners and learning. Advances in cognitive and sociocultural psychology, shifting images of the nature of science, recognition of the importance of disciplinary discourse practices in learning, the scaffolding of learning by tools and technologies, along with the adoption of ‘assessment for learning’ instructional strategies are among the factors that have led researchers and practitioners to advance positions that learning ought to be coordinated and sequenced along conceptual trajectories, developmental corridors, and learning progressions (LP). Following opening Introduction and LP Research Framework sections that provide an overview of the runup to LP research and development, I then turn to future research discussions and implications targeting five LP domains: Using Knowledge with Scientific Practices; Instructional Pathways – Early Childhood Learning; Teaching Experiments – Science and Mathematics; Upper/Lower Anchors for Measuring Progress; and Concepts & Practices. The Conclusion section points to overarching challenges for researchers, planners, and teachers in STEM education. There is much to learn for all!