Learning progressions and teaching sequences: a review and analysis

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Rethinking chemistry: a learning progression on chemical thinking (2014, background): “Recently, Duschl and collaborators (Duschl et al., 2011) conducted a comprehensive review of LP research in science education across the US and Europe over the past decades.”
Teachers’ formative assessment abilities and their relationship to student learning: findings from a four-year intervention study (2016, background): “These representations are increasingly being developed for different scientific domains and practices (Duschl et al. 2011) and are the foundation of the Next Generation Science Standards in the United Teachers’ formative assessment abilities and their relationship.”