A principled framework is created for the development of learning progressions in science that can demonstrate how their use can transform the way researchers, educators and curriculum developers conceptualize important scientific constructs. Using the construct of transformation of matter, which requires understanding of both discrete learning goals and also the connections between them, a hypothetical learning progression is constructed for grades 5-12.
About Me (Bio):
Namsoo Shin, Ph.D., is a research scientist in the School of Education at the University of Michigan. Her interests are focused on the impact of constructivistic learning environments on student learning, especially everyday problem-solving skills,among K-12 students. She specializes in using quantitative and qualitative methods to document the effectiveness of instructional materials. She is currently a principle investigator of the NSF project, "Developing an Empirically tested Learning Progression for the Transformation of Matter to Inform Curriculum, Instruction and Assessment Design”.