Rethinking what is "developmentally appropriate" from a learning progression perspective: The power and the challenge

dc.creator	KATHLEEN METZ
dc.date	2009-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:14:37Z
dc.date.available	2015-07-20T22:14:37Z
dc.identifier	1791-261X
dc.identifier	1792-3999
dc.identifier	https://doaj.org/article/cffd9c584efd4148b31d8194070687a5
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/16993
dc.description	Learning progressions have recently become increasingly visible in studies of learning and instruction in science. In this essay, I explore the power and considerable challenges in rethinking what may be developmentally appropriate for young children's learning science from the perspective of learning progressions. In particular, I examine the issues of: a) the design of promising learning progressions within the vast design space of potential progressions; b) identification of cognitive resources relevant to a progression; c) analysis of effort / payoff for particular competencies at different points in the progression; d) attribution of cognitive limitations and achievements; e) coordination and collaboration needed to support the design, utilization, and refinement of the learning progression; and f) absence of straightforward correspondence between a learning progression and trajectories of different children's knowledge-development.
dc.language	English
dc.language	French
dc.publisher	Metaichmio Publications
dc.relation	http://www.ecedu.upatras.gr/review/papers/3_1/3_1.pdf
dc.relation	https://doaj.org/toc/1791-261X
dc.relation	https://doaj.org/toc/1792-3999
dc.source	Review of Science, Mathematics and ICT Education, Vol 3, Iss 1, Pp 5-22 (2009)
dc.subject	Learning progression
dc.subject	science
dc.subject	young children
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Rethinking what is "developmentally appropriate" from a learning progression perspective: The power and the challenge
dc.type	article