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Researchers in science education have moved quickly to pursue learning progressions, defined by the NRC (2007) as descriptions of the successively more sophisticated ways of thinking about a topic (p. 219). Given the speed of its adoption, it is not surprising there are variations in how the notion is understood, regarding how to assess sophistication as well as how to conceptualize progress. We examine learning progressions by three leading groups, to challenge assumptions that (1) ideas are ?more sophisticated? insofar as they align more closely with end-state canonical knowledge, and (2) student progress can be characterized as a sequence of levels. These assumptions conflict with advances in science education research toward views of learners' knowledge and reasoning as complex, dynamic ecologies. By moving quickly to embrace learning progressions as an organizing concept for research, the community risks surrendering its own hard-won progress.
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<a href="https://www.compadre.org/portal/items/detail.cfm?ID=15114">Sikorski, Tiffany-Rose, and David Hammer. "A critique of how learning progressions research conceptualizes sophistication and progress." 2010.</a>
AIP Format
T. Sikorski and D. Hammer, , 2010, WWW Document, (https://as.tufts.edu/education/responsiveteachinginscience/suggested_reading/SikorskiHammer_ICLS2010.pdf).
AJP/PRST-PER
T. Sikorski and D. Hammer, A critique of how learning progressions research conceptualizes sophistication and progress, 2010, <https://as.tufts.edu/education/responsiveteachinginscience/suggested_reading/SikorskiHammer_ICLS2010.pdf>.
APA Format
Sikorski, T., & Hammer, D. (2010). A critique of how learning progressions research conceptualizes sophistication and progress. Retrieved May 2, 2025, from https://as.tufts.edu/education/responsiveteachinginscience/suggested_reading/SikorskiHammer_ICLS2010.pdf
Chicago Format
Sikorski, Tiffany-Rose, and David Hammer. "A critique of how learning progressions research conceptualizes sophistication and progress." 2010. https://as.tufts.edu/education/responsiveteachinginscience/suggested_reading/SikorskiHammer_ICLS2010.pdf (accessed 2 May 2025).
MLA Format
Sikorski, Tiffany-Rose, and David Hammer. A critique of how learning progressions research conceptualizes sophistication and progress. 2010. 2 May 2025 <https://as.tufts.edu/education/responsiveteachinginscience/suggested_reading/SikorskiHammer_ICLS2010.pdf>.
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@techreport{
Author = "Tiffany-Rose Sikorski and David Hammer",
Title = {A critique of how learning progressions research conceptualizes sophistication and progress},
Year = {2010}
}
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%A Tiffany-Rose Sikorski %A David Hammer %T A critique of how learning progressions research conceptualizes sophistication and progress %D 2010 %U https://as.tufts.edu/education/responsiveteachinginscience/suggested_reading/SikorskiHammer_ICLS2010.pdf %O application/pdf
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%0 Report %A Sikorski, Tiffany-Rose %A Hammer, David %D 2010 %T A critique of how learning progressions research conceptualizes sophistication and progress %U https://as.tufts.edu/education/responsiveteachinginscience/suggested_reading/SikorskiHammer_ICLS2010.pdf Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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The AIP Style presented is based on information from the AIP Style Manual. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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