Learning Progressions (LPs) present a potential tool to guide students towards deeper understanding of core concepts as they move through a curriculum. In addition to providing a theoretical scheme for education researchers, learning progressions can be a powerful framework for instructors and students in organizing curricula. We have developed the outline of a learning progression on acid/base chemistry from general chemistry through biochemistry. Through semi‐structured interviews, we examined the utility of this learning progression for instructors. We interviewed both peer instructors and faculty to determine how different instruction models could use LPs. The interviews suggest that students may struggle to get the most value out of LPs because they misunderstand them as topics lists rather than progressions, and may interpret them as exhaustive rather than as guides. Therefore, LPs would likely need to be carefully presented to students and woven into the curriculum to provide students with the most value. Additionally, instructors recognize the cyclical nature of learning, mentioning that students often do not understand concepts until they have seen them in multiple circumstances. LPs could allow instructors to design curriculum so that concepts are revisited with more complexity rather than simply repeated. Support or Funding Information National Science Foundation award #1503980 This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
This article offers an invitational model for overcoming prejudices. The proposed model is based on Haberman's (1994) five-step approach to facing prejudices, which includes (1) analyzing prejudices; (2) seeking the sources of the beliefs; (3) examining the benefits of prejudice; (4) considering the effects of prejudices; and (5) planning to eliminate prejudices. Purkey's (1992) five-level conflict-management process adapted to prejudice serves as the five-part action plan in Haberman's fifth step. The combination of these two models yields an invitational approach with five parts: (1) perceiving concern, (2) conferring with oneself; (3) consulting with colleagues; (4) confronting the crisis; and (5) combating prejudices. Practical questions and examples are provided to clarify each step.We shall overcome, We shall overcome, We shall overcome someday. If in our hearts we do believe, We shall overcome someday. Negro SpiritualWhen people believe themselves to be superior based on their race, gender, socioeconomic status, or some other variable(s), discrimination often occurs. To believe difference is inferior is the essence of prejudice and is clearly unacceptable in a democratic society. However, the structure of North American schools and the belief systems of educators can perpetuate such notions through educational programs, policies, practices, and processes. It is important to systematically eliminate intentional and unintentional messages that support prejudices and notions of superiority if all children are to realize their relatively untapped potential.
Concept inventories and learning progressions are both incomplete frameworks, but alignment between them allowed conclusions to be drawn about the validity of a learning progression. It also identified gaps in measuring student understanding about acids and bases in the various inventories.
Learning progressions are descriptions of students' growing sophistication in their understanding of a particular construct through a curricular sequence. Learning progressions are particularly useful for organizing complex constructs where students do not necessarily connect concepts as taught in different courses. One such complex construct is acid/base chemistry, which is a vital underpinning to much of biochemistry. We have developed a hypothetical learning progression for student comprehension of acid/base chemistry based on empirical studies. Learning progressions are only useful, however, if we can assess students' arrival at particular steps along the progression. To that end, we have compared the types of questions asked on concept inventories in chemistry, biology, and biochemistry, as well as common standardized tests. We find that none of these tests or surveys probes students' mastery of acid/base chemistry beyond the most elementary level. Therefore, there is a need for new assessment tools that target student understanding of the complex problems and relationships addressed in upper division chemistry and biochemistry courses.Support or Funding InformationSupported by an award from the National Science Foundation.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
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