Titlebook: Bridging Research and Practice in Science Education; Selected Papers from Eilish McLoughlin,Odilla E. Finlayson,Peter E. Chi Book 2019 Spri

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https://doi.org/10.1007/978-3-642-79701-9achers’ formative assessment design and enactment. While many learning progressions have been developed in recent years, they have various design features and span wide ranges of grade levels. This paper examines how six teacher learning communities drew upon different learning progressions in high

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https://doi.org/10.1007/978-3-658-05154-9can foster teaching that is responsive to students’ learning needs. In addition, these models can inform the development of standards and curricula and advance theory and research about student learning. This chapter highlights two approaches to modeling student learning: learning progressions (from

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Bridging Research and Practice in Science Education978-3-030-17219-0Series ISSN 2213-3623 Series E-ISSN 2213-3631

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Eilish McLoughlin,Odilla E. Finlayson,Peter E. ChiShowcases current and innovative orientations in science education.Combines high-quality papers from ESERA 2017 conference which attracted 1600 contributions and participation of international researc

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2213-3623 600 contributions and participation of international researc.This edited volume presents innovative current research in the field of Science Education. The chapter’s deal with a wide variety of topics and research approaches, conducted in a range of contexts and settings. Together they make a strong

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