Developing a Hypothetical Multi-Dimensional Learning Progression for the Nature of Matter.

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Learning Progressions in Science: An Evidence-Based Approach to Reform. CPRE Research Report # RR-63. (2009, background): “As we have argued above, we think a sensible way to think about learning progressions is to see them as being hypotheses (Stevens et al., 2009) about, or models for, the likely ways in which students’ understanding of core scientiRc explanations and practices and their skills in using them grow over”
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.”
Road Maps for Learning: A Guide to the Navigation of Learning Progressions (2011, background): “Likewise, other researchers have studied links with and the contents of boxes 4 and 5 (see, eg, Shawn, Delgado, & Krajcik, 2010 ).”
Learning progressions and teaching sequences: a review and analysis (2011, background): “In an LP for atomic structure and electrical force, Stevens, Delgado, and Krajcik (2010) take up complex learning pathways associated with nanoscale science and engineering learning.”
A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012, background): “This sense of development has been conceptualized in the idea of learning progressions [1, 25, 26].”