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Autor/inn/en | Panizzon, Debra; Pegg, John; Arthur, Dagmar; McCloughan, Gerry |
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Titel | Designing a Developmental Progression to Assess Students' Conceptual Understandings by Focusing on the Language Demands in Science |
Quelle | In: Australian Journal of Education, 65 (2021) 3, S.265-279 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Panizzon, Debra) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0004-9441 |
DOI | 10.1177/00049441211036518 |
Schlagwörter | Concept Formation; Science Instruction; Scientific Concepts; Language Usage; Academic Language; Learning Processes; Outcomes of Education; Chemistry; National Curriculum; Foreign Countries; Elementary School Students; Science Curriculum; Australia Concept learning; Begriffsbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sprachgebrauch; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Learning process; Lernprozess; Lernleistung; Schulerfolg; Chemie; Ausland; Australien |
Abstract | Few would argue the value of learning progressions in providing useful structures for selecting and sequencing in a developmental manner the key components of an 'intended curriculum'. Yet, there are pervading issues around what is meant by a developmental sequence, along with how they are used to assess what learners know, understand and can do. One key oversight in Science is recognising the role of technical and non-technical language in student conceptual development. This article reports on the construction of a hypothesised learning progression that identifies students' progress in understanding essential concepts in the Chemical Sciences from Foundation to Year 6. It is based upon an extensive analysis of the technical and non-technical language of the Australian Curriculum: Science. The progression was constructed by focusing upon learner-appropriate language and scientific understanding with the Structure of the Observed Learning Outcome model (Pegg, 2018) providing the theoretical basis for ensuring systematic and objective rigour in the resultant developmental progression. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |