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Learning Progression-based Teaching Strategies (LPTSs) for Environmental Science: Alignment of Instructional Goals with Student Outcomes

Abstract

"We have four goals in this session: 1) we describe the development and use of learning progressions to explore how students and teachers build environmental science literacy across four strands - carbon cycling, biodiversity, and water systems, cycles and quality, 2) we present results of assessments of student and teachers across the strands, 3) we present results of assessments of teacher goals for content and student learning, and 4) discuss how we have used our research and assessments to formulate models of Learning Progression-based Teaching Strategies for use in classroom instruction and teacher professional development."

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