How and when does complex reasoning occur? Empirically driven development of a learning progression focused on complex reasoning about biodiversity

By Nancy Butler Songer, Ben Kelcey, Amelia Wenk Gotwals. 2009

227 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/2819cdefbdab7db11e09f21ebfe9134c6ecc129e

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Building a learning progression for celestial motion: Elementary levels from an earth‐based perspective (2010, background): “In contrast to these progressions, many important topics of elementary and middle school astronomy are highly contextual–primarily focusing on observations and properties of the specific astronomical bodies in our solar system, making learning progressions for elementary astronomy distinct from many”
The Informed Design Teaching and Learning Matrix (2012, background): “Learning progressions may also serve as templates for professional development products (Songer et al., 2009) and guide the evaluation of programs that promise to foster more sophisticated thinking about a topic or skill by means of multiple learning experiences over time (Songer et al.”
Learning progressions and teaching sequences: a review and analysis (2011, background): “The biodiversity LP by Songer, Kelcey, and Gotwals ( 2009 ) represents a juxtaposition of a content progression with an inquiry reasoning progression, eg, an evidence-based explanation.”
Guiding Explanation Construction by Children at the Entry Points of Learning Progressions. (2012, methodology): “In our work and that of several others, learning progressions are one means of prioritizing focal concepts and guiding the systematic development of core ideas in science across years and grade bands (e.g., NRC, 2011; Songer et al., 2009).”
A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts (2010, background): “Learning progression guided assessments can provide a greater range, a larger amount, and more reliable information about student learning than traditional assessments (Songer et al., 2009).”
From LSAT: The Progress and Challenges of Complex Reasoning (2021, background): “COMPLEX reasoning aims to comprehend and analyze the given information, and apply complex rules to draw correct inference [1, 2].”