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Learning Progressions: An Empirically Grounded, Learner-Centered Framework to Guide Biology Instruction.

07:00 EST 1st December 2019 | BioPortfolio

Summary of "Learning Progressions: An Empirically Grounded, Learner-Centered Framework to Guide Biology Instruction."

challenged biology instructors to develop evidence-based instructional approaches that were grounded in the core concepts and competencies of biology. This call for reform provides an opportunity for new educational tools to be incorporated into biology education. In this essay, we advocate for as one such educational tool. First, we address what learning progressions are and how they leverage research from the cognitive and learning sciences to inform instructional practices. Next, we use a published learning progression about carbon cycling to illustrate how learning progressions describe the maturation of student thinking about a key topic. Then, we discuss how learning progressions can inform undergraduate biology instruction, citing three particular learning progressions that could guide instruction about a number of key topics taught in introductory biology courses. Finally, we describe some challenges associated with learning progressions in undergraduate biology and some recommendations for how to address these challenges.

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This article was published in the following journal.

Name: CBE life sciences education
ISSN: 1931-7913
Pages: es5

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