FOCUS ARTICLE: Implications of Research on Children's Learning for Standards and Assessment: A Proposed Learning Progression for Matter and the Atomic-Molecular Theory

By Carol L. Smith, M. Wiser, Charles W. Anderson, Joseph Krajcik. 2006

450 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Physical and Theoretical Chemistry

View Paper: https://www.semanticscholar.org/paper/29b5e7312dd3699becf2e67b5b2c55c722977c67

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In Developmental and Educational Psychology

In Education

In Physical and Theoretical Chemistry

Citations in the corpus

Learning progressions and teaching sequences: a review and analysis (2011, methodology): “Consider the LP for matter and atomic molecular theory (Smith et al., 2010; Wiser et al., 2009) that aims at upper elementary grades 3–5 and is a component of the broader K–8 hypothetical LP reported in Smith et al. (2006).”
Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large‐Scale Assessment (2018, background): “Six years after publication of their “possible or proposed” learning progression for matter and atomic-molecular theory (Smith et al., 2006), Wiser, Smith, and Doubler (2012) provided an extensive report illustrating the kind of programmatic research needed to develop and “validate” a learning…”
Building a learning progression for celestial motion: Elementary levels from an earth‐based perspective (2010, methodology): “Prior work on the development of learning progressions have focused on concepts that are interdisciplinary and foundational for a broad range of topics: atomicmolecular theory (Smith et al., 2006; Talanquer, 2009), evolution (Catley, Lehrer, & Reiser, 2005), environmental literacy (Anderson, 2008; M”
A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012, unknown): “National Research Council Board on Science Education”
Rethinking chemistry: a learning progression on chemical thinking (2014, background): “To date, educational researchers have developed LPs in science for diverse topics such as atomic–molecular structure (Smith et al., 2006; Stevens et al., 2010), force and motion (Alonzo and Steedle, 2009), genetics (Duncan et al., 2009), the theory of evolution (Lehrer and Schauble, 2012),…”
On Cognitive Constraints and Learning Progressions: The case of “structure of matter” (2009, background): “It can also assist in the design and organisation of learning experiences and assessment tools that recognise and take advantage of the most likely trajectories towards expertise (learning progressions) followed by many students (Smith et al., 2006).”
The Effectiveness of Process Oriented Guided Inquiry Learning to Reduce Alternate Conceptions in Secondary Chemistry (2011, background): “both the time and nontraditional instruction proposed by many researchers (Fischer & Rose, 2001; Johnstone, 2006; Schwartz, 2009; Smith et al., 2006).”
Road Maps for Learning: A Guide to the Navigation of Learning Progressions (2011, background): “The map we set out here draws on the literature summarized above, and on the review of Smith et al. (2006), including from the latter our analysis of some of the examples they quote.”