Teaching Science in the Elementary Grades

Prof. Nestor Lavin

Name: Kimberly Anne S. Dimaala

BEED 2-1

Progressions Across K-12

➢ The term learning progression refers to the purposeful sequencing of teaching and
learning expectations across multiple developmental stages, ages, or grade levels. The
term is most commonly used in reference to learning standards—concise, clearly
articulated descriptions of what students should know and be able to do at a specific
stage of their education. Learning progressions are typically categorized and organized
by subject area, such as mathematics or science, and they map out a specific sequence
of knowledge and skills that students are expected to learn as they progress through
their education. The development of learning progressions is one approach for creating
the types of coherent curriculum frameworks that have been identified as predictors for
high-performing scores on international stem assessments. It is to develop a learning
progression that describes how secondary students may build a more sophisticated
understanding of the structure, properties, and behavior of matter, and that also outlines
the connections and relationships among ideas needed to develop more expert
understanding. Also, this is how learners characterize, select, and apply ideas to explain
a range of transformation of matter phenomena. As societies grow increasingly
dependent on technology, it becomes more important to have a science literate citizenry.
For example, making informed decisions about technological advances and products
such as genetically modified plants, stem cell research, and whether to use products
incorporating nanoscale structures, requires understanding of core ideas of science. In
addition, rapid technological changes related to information and communication have led
to a shift from a more local to a global society. This shift requires citizens who are literate
in 21st century skills, critical thinking, problem solving, creativity, flexibility, adaptability),
so that they can effectively make informed decisions and solve problems related to
societal and global issues. In addition, they believe that the framework should illustrate
the structure of the discipline by specifying how ideas connect to each other, a coherent
curriculum framework for a discipline as a set of ideas and skills that becomes relatively
more sophisticated over time.examinations used articulated frameworks to guide their
science and mathematics curricula. Progress may be somewhat linear in nature.
Learning occurs in sequential steps that first require developing an understanding of
topic A, before building understanding of topic B. Alternatively, progress may be modeled
as moving towards greater complexity. Learning progressions can come in all shapes
and sizes; they could describe only the steps from one standard to another, or they could
encompass the entirety of a child’s pre-K–12 education. It is critically important to note
that there is no one “universal” or “best” learning progression. Think of it this way: With
mapping software, there are often multiple routes between two points. The same is true
with learning; even the best learning progression will represent only one of many
possible routes a student could take. Good learning progressions will describe a
“commonly traveled” path that generally works for most students. Great learning
progressions will put the educator in the driver’s seat and allow her to make informed
course adjustments as needed.