Recent Progress in Learning Progressions Research

Learning progressions (LPs) are hypothetical models that describe how learning in a domain may unfold over time. Over the past decade, LPs have grown in popularity. At the same time, there have been advances in LP research. In this installment of Current Insights, I bring together three recent artic...

Descripción completa

Detalles Bibliográficos
Autor principal: Gouvea, Julia Svoboda
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2019
Materias:
Current Insights
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8727062/
https://www.ncbi.nlm.nih.gov/pubmed/31730384
http://dx.doi.org/10.1187/cbe.19-09-0181
_version_ 1784626434527985664
author Gouvea, Julia Svoboda
author_facet Gouvea, Julia Svoboda
author_sort Gouvea, Julia Svoboda
collection PubMed
description Learning progressions (LPs) are hypothetical models that describe how learning in a domain may unfold over time. Over the past decade, LPs have grown in popularity. At the same time, there have been advances in LP research. In this installment of Current Insights, I bring together three recent articles that examine the validity and utility of LPs as models to guide research and instruction.
format Online
Article
Text
id pubmed-8727062
institution National Center for Biotechnology Information
language English
publishDate 2019
publisher American Society for Cell Biology
record_format MEDLINE/PubMed
spelling pubmed-87270622022-01-08 Recent Progress in Learning Progressions Research Gouvea, Julia Svoboda CBE Life Sci Educ Current Insights Learning progressions (LPs) are hypothetical models that describe how learning in a domain may unfold over time. Over the past decade, LPs have grown in popularity. At the same time, there have been advances in LP research. In this installment of Current Insights, I bring together three recent articles that examine the validity and utility of LPs as models to guide research and instruction. American Society for Cell Biology 2019 /pmc/articles/PMC8727062/ /pubmed/31730384 http://dx.doi.org/10.1187/cbe.19-09-0181 Text en © 2019 J. S. Gouvea. CBE—Life Sciences Education © 2019 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. https://creativecommons.org/licenses/by-nc-sa/3.0/This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License.
spellingShingle Current Insights
Gouvea, Julia Svoboda
Recent Progress in Learning Progressions Research
title Recent Progress in Learning Progressions Research
title_full Recent Progress in Learning Progressions Research
title_fullStr Recent Progress in Learning Progressions Research
title_full_unstemmed Recent Progress in Learning Progressions Research
title_short Recent Progress in Learning Progressions Research
title_sort recent progress in learning progressions research
topic Current Insights
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8727062/
https://www.ncbi.nlm.nih.gov/pubmed/31730384
http://dx.doi.org/10.1187/cbe.19-09-0181
work_keys_str_mv AT gouveajuliasvoboda recentprogressinlearningprogressionsresearch

Ejemplares similares