In this project, investigators are developing and testing a learning progression for the study of chemistry. Likely pathways are investigated for how grade 8-13 student's implicit assumptions develop on five major threads of chemical design. A focus on chemical design facilitates the coherent integration of scientific and engineering practices, cross-cutting concepts, and disciplinary core ideas. This approach should make chemistry more engaging to a greater variety of students.
The fundamental purpose of this project is to develop, implement, and study a professional development (PD) model for improving chemistry teachers' formative assessment practices to foster teaching focused on chemical thinking.