Review paper
Learning Progressions: An Empirically Grounded, Learner-Centered Framework to Guide Biology Instruction
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...
Paper Details
Title
Learning Progressions: An Empirically Grounded, Learner-Centered Framework to Guide Biology Instruction
Published Date
Dec 1, 2019
Journal
Volume
18
Issue
4
Pages
es5 - es5
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