• Title, Summary, Keyword: 학습발달과정

Search Result 409, Processing Time 0.042 seconds

Developing and Assessing a Learning Progression for the Ecosystem (생태계에 대한 학습발달과정의 개발과 평가)

  • Yeo, Chaeyeong;Lee, Hyonyong
    • Journal of The Korean Association For Science Education
    • /
    • v.36 no.1
    • /
    • pp.29-43
    • /
    • 2016
  • There have been much efforts to reconstruct the science curriculum focusing on Disciplinary Core Ideas(DCI) in many countries such as America and Europe, the most practical effort has been to design a curriculum with learning progressions(LPs). LPs describe stepwise how students can systematically move toward the understanding of more sophisticated ideas or scientific activities and explain in succession the process of understanding the ideas while the students learn. In this study, a LP for ecosystems has been developed, and the developed LP is then evaluated accordingly. The Ecosystem is one of the DCI of the life science in Next Generation Science Standards(NGSS). The development process of the LP was set at step 4(Development, Assessment, Analysis, and Amendment), and developed through an iterative process of sequences. As a result of analyzing the developed LP, an assessment based on the LP provides reliable information to identifying student ability. This study proposes the development process of the LP and its methodological aspects to use Core Achievement Standards, Ordered Multiple-Choice items and the Rasch model. In addition, using the empirically proven LP suggests a way of strengthening curriculum linked to educational content, teaching methods and assessment. Utilizing the proposed development process in this study will be to present the standard into the direction of becoming part of the curriculum. Currently, the state of domestic research for the LP is still lacking. This study determined the development process of the LP and the need to conduct future research on the LPs.

Present States, Methodological Features, and an Exemplar Study of the Research on Learning Progressions (학습 발달과정 연구의 현황, 방법론적 특징 및 연구 사례)

  • Maeng, Seungho;Seong, Yeonseon;Jang, Shinho
    • Journal of The Korean Association For Science Education
    • /
    • v.33 no.1
    • /
    • pp.161-180
    • /
    • 2013
  • The purpose of this paper is to introduce the current studies and research methods about Learning Progressions disseminated to several countries including the U.S. since 2006. It also provides a methodological base to investigate learning progressions in science by introducing a case study of learning progression conducted in Korea. For this study, we described several features of current studies on learning progressions in the U.S., and reported the common ways and sequences employed in examining learning progressions especially with respect to assessment for learning. Learning progressions are descriptions of developmental pathways of learning a topic, in which science knowledge is used in students' engaging in science practices. Each learning progression consists of upper anchor, lower anchor, and intermediate steps that connect both anchors. In investigating a learning progression, researchers usually utilize Wilson's four building blocks of assessment system based on the assessment triangle. This kind of method was also applied in investigating the learning progression for water cycle in this study. We discussed implication and consideration for the future research on learning progressions in science in Korea.

Exploring 6th Graders Learning Progression for Lunar Phase Change: Focusing on Astronomical Systems Thinking (달의 위상 변화에 대한 초등학교 6학년 학생들의 학습 발달과정 탐색: 천문학적 시스템 사고를 중심으로)

  • Oh, Hyunseok;Lee, Kiyoung
    • Journal of the Korean earth science society
    • /
    • v.39 no.1
    • /
    • pp.103-116
    • /
    • 2018
  • The purpose of this study was to explore $6^{th}$ graders learning progression for lunar phase change focusing astronomical systems thinking. By analyzing the results of previous studies, we developed the constructed-response items, set up the hypothetical learning progressions, and developed the item analysis framework based on the hypothetical learning progressions. Before and after the instruction on the lunar phase change, we collected test data using the constructed-response items. The results of the assessment were used to validate the hypothetical learning progression. Through this, we were able to explore the learning progression of the earth-moon system in a bottom-up. As a result of the study, elementary students seemed to have difficulty in the transformation between the earth-based perspective and the space-based perspective. In addition, based on the elementary school students' learning progression on lunar phase change, we concluded that the concept of the lunar phase change was a bit difficult for elementary students to learn in elementary science curriculum.

Exploring a Learning Progression for Integrated Process Skills in Earth Science Inquiry (지구과학 탐구에서 통합 탐구 기능에 대한 학습발달과정 탐색)

  • Lee, Kiyoung;Park, Jaeyong
    • Journal of the Korean earth science society
    • /
    • v.38 no.3
    • /
    • pp.222-238
    • /
    • 2017
  • The purpose of this study is to explore a learning progression for integrated process skills in Earth science inquiry. For the purpose, a hypothetical learning progression (HLP) that capture how students' integrated process skills of science become sophisticated over time is developed through the literature review. This learning progression contains four components of the integrated process skills of science: designing inquiry, collecting data, analyzing data, and forming conclusion. Three hypothetico-deductive inquiry tasks of Earth science that start from recognition of the given problem to the forming conclusion are developed in order to document students' integrated process skills. A total of 126 students from middle, high, college level students participated in this study. After conducting the Earth science inquiry tasks, the integrated process skills of individual students are assessed by element based on HLP. In addition, the validation process for HLP was administered by applying the Rasch model using the students' assessment data. Finally, based on the analyzed data, the empirical learning progression (ELP) is developed by revising and supplementing the HLP. This study can help to find scaffolding methods to effectively improve the students' integrated process skills in Earth science inquiry class by identifying the factors that affect students' development of integrated process skills. It also provide implications for improving teachers' PCK of Earth science inquiry instruction.

Exploring a Learning Progression for Eight Core Concepts of Middle School Science Using Constructed Response Items in the National Assessment of Educational Achievement (NAEA) (국가수준 학업성취도 평가의 서답형 문항을 이용한 중학교 과학 8개 핵심 개념에 대한 학습발달과정 탐색)

  • Lee, Kiyoung;Dong, Hyokwan;Choi, Wonho;Kwon, Gyeongpil;Lee, Inho;Kim, Yong-Jin
    • Journal of Science Education
    • /
    • v.41 no.3
    • /
    • pp.382-404
    • /
    • 2017
  • This study aims to explore a learning progression for eight core concepts of middle school science using constructed response items in the national assessment of educational achievement (NAEA). For this purpose, a total of 7,390 responses of the 9th graders on 8 constructed response items in NAEA conducted in 2015 were inputted by computer and the inputted answers were analyzed and classified into different levels. After completing this process, five levels were set for each construct and a construct map was created according to the levels. In this study, the construct map was written in a progression-based rubric format, which was used as a criterion for leveling the answers of all students. In addition, the Rasch model was applied to measure the scores and achievements of the respondents by means of statistical analysis to correlate the scores of the students with the achievement levels of the constructs. Lastly, a preliminary learning progression was created by revising the construct map reflecting the results of Rasch model application. This study was meaningful in that it explored the possibility of developing the learning process by using constructed response items in NAEA. However, the preliminary learning progression developed in this study is still hypothetical and inferential because it is not longitudinally traced to individual students. Therefore, it is necessary to continually revise and supplement through iterative research process.

The Development and Validation of Learning Progression for Solar System Structure Using Multi-tiers Supply Form Items (다층 서답형 문항을 이용한 태양계 구조 학습 발달과정 개발 및 타당성 검증)

  • Oh, Hyunseok;Lee, Kiyoung
    • Journal of the Korean earth science society
    • /
    • v.41 no.3
    • /
    • pp.291-306
    • /
    • 2020
  • In this study, we developed a learning progression for the structure of the solar system using multi-tier supply form items and validated its appropriateness. To this end, by applying Wilson's (2005) construct modeling approach, we set up 'solar system components,' 'size and distance pattern of solar system planets,' and 'solar system modeling' as the progress variables of the learning progression and constructed multi-tier supply form items for each of these variables. The items were applied to 150 fifth graders before and after the classes that dealt with the 'solar system and star' unit. To describe the results of the assessment, the students' responses to each item were categorized into five levels. By analyzing the Wright map that was created by applying the partial credit Rasch model, we validated the appropriateness of the learning progression based on the students' responses. In addition, the validity of the hypothetical pathway that was established in the learning progression was verified by tracking changes in the developmental level of students before and after the classes. The results of the research are as follows. The bottom-up research method that used multi-tier supply form items was able to elaborately set the empirical learning progression for the conceptualization of the structure of the solar system that is taught in elementary school. In addition, the validity of the learning progression was high, and the development of students was found to change with the learning progression.

The Geographical Concepts Development and its ZPD through the Collaborative Interaction - A Case Study on the Concept of GSMA in the Middle School - (협동적 상호작용을 통한 지리개념 발달과 근접발달영역에 관한 연구 - 중학생의 수도권 개념을 사례로 -)

  • 강창숙
    • Journal of the Korean Geographical Society
    • /
    • v.37 no.4
    • /
    • pp.425-441
    • /
    • 2002
  • This study focused on the geographical concepts development and its zone of proximal development(ZPD) through the collaborative interaction. Among the conclusions are: 1) Students who have higher cognitive structure represented the Creator Seoul Metropolitan Area(GSMA) as a geographical concepts, not as a spontaneous concepts. The concepts is developed from concrete facts, subordinate element concept to basic element concept hierarchically. The most difficult concept that the learner should internalize was represented as the basic element concept. 2) Although ZPD of GSMA is individualized, it could be divided into 9 types. The ZPD was developed differently according to the qualitative differences how much more and how systematically represented the geographical concepts. The characteristics shown in this development procedure was that there was a quality change based on quantity extensive.

On an Analysis of Mathematics Instruction by Scaffolding (비계설정을 통한 수학 교수-학습에 대한 연구)

  • Choi Soon Og;Chong Yeong Ok
    • Journal of Educational Research in Mathematics
    • /
    • v.15 no.1
    • /
    • pp.57-74
    • /
    • 2005
  • The aim of this study is to reflect Vygotsky's theory of Zone of Proximal Development and other scholars' scaffolding theories emboding the theory and to examine the effects of mathematics instruction by scaffolding. The subjects of this study consist of 8 fifth graders attending S elementary school which is located in San-Chung county. The teaching-learning processes were videotaped and analysed according to scaffolding components. The results between pretest and posttest regarding to fraction were compared and the responses of students to a questionnaire on the mathematical attitude before and after the teaching experiment. It concludes that mathematics instruction by scaffolding was effective to improve students' mathematical learning ability and positive mathematical attitude.

  • PDF

Theoretical Exploration of a Process-centered Assessment Model for STEAM Competency Based on Learning Progressions (학습발달과정에 근거한 과정중심 STEAM 역량 평가 모델에 대한 이론적 탐색)

  • Ryu, Suna;Kwak, Youngsun;Yang, Sung Ho
    • Journal of Science Education
    • /
    • v.42 no.2
    • /
    • pp.132-147
    • /
    • 2018
  • The goal of this research is to suggest a theoretical process-centered assessment model based on Learning Progressions of key competencies in the context of STEAM instructions. The "Process-Products Combined Module-type (P2CM) STEAM Assessment Model (P2CM STEAM Assessment Model, hereafter) can be used both as an instructional model and as an assesment model, applicable for various STEAM topics and instructional types. consists of 3 axes. The first X axis stands for 4C competencies that should be emphasized through STEAM instruction. The second Y axis stands for the types and the hierarchy of STEAM instructions. The third Z axis stands for the assessment standards based on LP. We also exemplified an assessment module combined creativity competency with creativity-based instruction based on . Based on the research results, we suggested elaboration of assessment models based on Korean LP research outcomes, development and supply of formative assessment models through field-based in-depth research, modification of formative assessment models with the participation of teacher communities and in-service teachers, and the necessity of further research on assessment models for tracking LP.

Investigation of Learning Progression for Dissolution and Solution Concepts (용해와 용액 개념에 대한 학습발달과정 조사)

  • Noh, Taehee;Lee, Jaewon;Yang, Chanho;Kang, Sukjin;Kang, Hunsik
    • Journal of The Korean Association For Science Education
    • /
    • v.36 no.2
    • /
    • pp.295-302
    • /
    • 2016
  • In this study, we investigated a learning progression focusing on $5^{th}$ to $9^{th}$ graders' performances with dissolution and solution concepts using the construct modeling approach. We designed a construct map describing hypothetical pathways of the concept development of dissolution and solution by analyzing both National Science Curricula and related studies. A conceptions test consisting of ordered multiple-choice items was developed and administered to 826 students. A revised construct map was derived from analyses of the results based on the partial credit model, a branch of polytomous item response theory. The sequence of dissolution and solution concepts presented in the current science curriculum was found to correspond with the learning progression of the students. However, the lower anchor, the concept of the homogeneity of particles in solution, and the factors affecting solubility were not consistent with the expected levels of the construct map. After revising the construct map, we proposed a learning progression for dissolution and solution concepts with five levels: Students of level 1 (the lower anchor) recognize the particles in the solution but misunderstand various concepts; Students of level 2 understand the homogeneity of particles in solution; Students of level 3 understand solubility and the conservation of particles during dissolution; Students of level 4 partially understand the interaction between particles; and Students of level 5 (the upper anchor) understand the interaction between particles and the factors affecting solubility.