Developing a Learning Progression and Assessment to Track Three-Dimensional Learning during an NGSS-aligned High School Physical Science Curriculum.

Authors: 

Leonora Kaldaras, Joseph Krajcik

Both the Framework and NGSS describe science proficiency as a combination of a body of knowledge and a practice-driven endeavor aiming at generating and revising knowledge (NRC 2012, NRC 2013). This view is reflected in defining three dimensions of science (disciplinary core ideas (DCIs), scientific practices (SPs) and crosscutting concepts (CCCs)) that form the basis of learning experiences in the NGSS classroom- three-dimensional learning (3D learning). The 3D learning approach is grounded in theories of situated cognition, in which learning particular content is inseparable from doing activities focused on that content (Schweingruber et. al., 2007), and a developmental approach in which learning complex ideas takes time and appropriate scaffolding (Smith et. al., 2006). Incorporating these approaches in 3D learning ensures that students can effectively apply their scientific knowledge to various situations (NRC 2012, NRC 2013). However, achieving and measuring 3D learning in the classroom is a considerable challenge.
Learning progressions (LPs) provide a promising way of tackling this problem. An LP describes a path that students can follow toward more sophisticated understanding of a core idea of science over time (Schweingruber et. al., 2007, Smith et. al., 2006). Developing an LP that integrates and describes levels of development for a DCI and relevant CCC and SP could inform the design of effective 3D learning strategies. In this proposal, we discuss preliminary results for the development and testing of an LP for NGSS-aligned curriculum materials that incorporates all three dimensions of learning.

Level: 

Discipline: 

File Attachment: