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- W4353000275 abstract "Recent work physics education research has included a substantial focus on the importance of emphasizing a small set of core physics ideas over time and across contexts. Accordingly, standards documents increasingly emphasize the importance of core ideas such as energy, interactions, and waves. This emphasis on core ideas has been influenced by research into learning progressions which describe how learners build increasingly sophisticated understanding over extended time. Much of the existing empirical learning progressions research relies largely on very large sample sizes which are (by design) not dependent upon particular instructional interventions. As a result, alternative pathways for developing competence in physics using non-traditional instructional interventions may be under-identified. Coherent instruction, which emphasizes a small set of core ideas as students collaborate to make sense of meaningful phenomena over time, shows particular promise for supporting student competence in physics and identifying new pathways toward competence. In this chapter, we discuss the interplay between coherent instruction and learning progressions. Using the example of energy teaching and learning, we discuss how existing learning progressions research can serve as a basis for instructional design and how coherent instruction may present novel pathways toward the development of competence in physics over time." @default.
- W4353000275 created "2023-03-23" @default.
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- W4353000275 date "2023-03-17" @default.
- W4353000275 modified "2023-10-17" @default.
- W4353000275 title "The Interplay between Coherent Instruction and Learning Progressions" @default.
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- W4353000275 doi "https://doi.org/10.1063/9780735425477_022" @default.
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