Learning Progressions: An Empirically Grounded, Learner-Centered Framework to Guide Biology Instruction

Autor/inn/en	Scott, Emily E.; Wenderoth, Mary Pat; Doherty, Jennifer H.
Titel	Learning Progressions: An Empirically Grounded, Learner-Centered Framework to Guide Biology Instruction
Quelle	In: CBE - Life Sciences Education, 18 (2019) 4, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scott, Emily E.) ORCID (Doherty, Jennifer H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.19-03-0059
Schlagwörter	Biology; Science Instruction; Teaching Methods; Undergraduate Students; Student Centered Learning; Cognitive Science; Thinking Skills; Introductory Courses; Evidence Based Practice; Educational Change; Learning Processes + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kognitionswissenschaft; Denkfähigkeit; Einführungskurs; Bildungsreform; Learning process; Lernprozess
Abstract	"Vision and Change" challenged biology instructors to develop evidence-based instructional approaches that were grounded in the core concepts and competencies of biology. This call for reform provides an opportunity for new educational tools to be incorporated into biology education. In this essay, we advocate for learning progressions as one such educational tool. First, we address what learning progressions are and how they leverage research from the cognitive and learning sciences to inform instructional practices. Next, we use a published learning progression about carbon cycling to illustrate how learning progressions describe the maturation of student thinking about a key topic. Then, we discuss how learning progressions can inform undergraduate biology instruction, citing three particular learning progressions that could guide instruction about a number of key topics taught in introductory biology courses. Finally, we describe some challenges associated with learning progressions in undergraduate biology and some recommendations for how to address these challenges. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01