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Using Learning Progression Frameworks to Inform Instruction in Environmental Science: Teachers' Efforts to Move Their Students Up Levels

Abstract

"The purpose of this study is to explore science teachers' implementation of teaching strategies aligned with learning progressions (LP) to enhance their students' environmental science literacy. Learning progressions have been posed as frameworks that can support teachers in better eliciting and building from their students' ideas, for example, by engaging in formative assessments and by supporting principle- and evidence-based reasoning (NRC, 2007; 2012). However, we need to know more about how teachers use LPs to inform their classroom instruction (Furtak, 2012; Gunkel, Covitt, & Salinas, 2014)."

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