• Title, Summary, Keyword: learning progression

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Learning Progressions and Teacher Education: A Developmental Approach for Improving Teachers' Expertise in Integrating ICT (학습순행과 교사교육: 초임 교사의 ICT 통합 전문성 향상을 위한 발달적 접근)

  • Kim, Hye-Jeong
    • 한국정보교육학회:학술대회논문집
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    • pp.151-160
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    • 2010
  • Learning progression is an advantageous way to describe the development of learner understanding about a topic. In the present study, learning progression is introduced to characterize novice teachers' professional knowledge and competence and to help designing teacher professional development programs in the developmental approach. The development and validation phases of learning progression are proposed in the paper. In addition a case study is presented to demonstrate the process of developing a learning progression for teaching-through-inquiry using ICT. The learning progression in novice teacher professional development can be used to assess the level of teacher understanding in specific topic and to effectively support the development of teachers' professional knowledge and competence via professional development programs in the longitudinal view.

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A Framework for Progression in the Professional Development and Learning of Secondary Science Teachers' Teaching Practice (중등 과학교사의 수업 실행 전문성의 발달과 학습 틀)

  • Choi, Young;Lee, Musang;Song, Myungseub
    • Journal of Science Education
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    • v.34 no.1
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    • pp.124-139
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    • 2010
  • The purpose of this study was to develop and apply a framework for progression in the professional development and learning of secondary science teachers' teaching practice. The progression in the professional development was modified Pilhee Woo's framework(2010), and in the learning was developed by the researchers. The former included 6 elements and 36 aspects. The progression of each aspect was composed of five level criteria. The content validity is 96.4% and the reliability is .96. The latter was composed of another five level criteria. The content validity is 96.0% and the reliability is .95. Internet-online test and the questionnaire were administered to 203 secondary science teachers who were selected by convenience sampling. The mean level of the progression in the professional development and learning were 2.21 and 2.95. ANOVA, t-test and correlation analysis were conducted to compare differences by the characteristics of teachers. The level of the progression in the professional development and learning was significant difference according to almost all of teachers' characteristics. The level of the progression in the professional development was significantly correlated with the level of the progression in the learning.

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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
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    • v.39 no.1
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    • pp.103-116
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    • 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.

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
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    • v.41 no.3
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    • pp.291-306
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    • 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.

Exploring Learning Progression of Logical Thinking in Acid and Base Chemical Reactions (산과 염기 화학반응에서 논리 사고 학습발달단계 탐색)

  • Park, Chulyong;Kim, Sungki;Choi, Hee;Paik, Seoung-Hey
    • Journal of the Korean Chemical Society
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    • v.63 no.5
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    • pp.376-386
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    • 2019
  • The purpose of this study was to explore the learning progression of logical thinking in acid and base chemical reactions and to evaluate its validity. For this purpose, we collected 387 participants in 9 schools of elementary, middle and high schools nationwide. The questionnaire developed in this study was composed of nine items. The questionnaire presented the acid and base reactants and products, and the students pictured their thoughts on how these substances change, and answered the reasons of their thoughts. Situation contexts of the questionnaire were divided into two groups: one kind of solute dissolved in a solvent, and two kinds of solute dissolved in a solvent. In this study, six levels of learning progression were assumed by combining material conservation logic, combination logic, proportion logic, and particle number conservation logic. By analyzing the data, Infit and Outfit values of Person reliability, Item reliability, MNSQ and ZSTD were obtained from the Rasch model. As a result of the analysis of data, it was found that lower levels of learning progression prevailed up to the younger grade students till $8^{th}$ grade. The higher levels of learning progression(Level 2~Level 5) prevailed up to the older grade students. However, higher levels of learning progression dropped sharply in Grade 12. The 5 level of learning progression was very low in all grades, and $9^{th}$ grade had highest percentage of students belonging to the 5 level. Interpretation of these unusual results suggests a future research related to explanation differences of textbooks.

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
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    • v.33 no.1
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    • pp.161-180
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    • 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 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
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    • v.38 no.3
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    • pp.222-238
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    • 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
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    • v.41 no.3
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    • pp.382-404
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    • 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.

Rule-Based Generation of Four-Part Chorus Applied With Chord Progression Learning Model (화성 진행 학습 모델을 적용한 규칙 기반의 4성부 합창 음악 생성)

  • Cho, Won Ik;Kim, Jeung Hun;Cheon, Sung Jun;Kim, Nam Soo
    • The Journal of Korean Institute of Communications and Information Sciences
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    • v.41 no.11
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    • pp.1456-1462
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    • 2016
  • In this paper, we apply a chord progression learning model to a rule-based generation of a four-part chorus. The proposed system is given a 32-note melody line and completes the four-part chorus based on the rule of harmonics, predicting the chord progression with the CRBM model. The data for the training model was collected from various harmony textbooks, and chord progressions were extracted with key-independent features so as to utilize the given data effectively. It was shown that the output piece obtained with the proposed learning model had a more natural progression than the piece that used only the rule-based approach.

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
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    • v.36 no.2
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    • pp.295-302
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    • 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.