A Hypothetical Learning Progression for Quantifying Phenomena in Science

Jin, Hui; Delgado, César; Bauer, Malcolm; Wylie, E. Caroline; Cisterna, Dante; Llort, Kenneth F.

doi:10.1007/s11191-019-00076-8

Cited by 10 publications

(9 citation statements)

References 52 publications

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“…They argue that there is a historical basis for the use of these styles as CCCs. One of these styles of reasoning was taken up by Jin et al (2019) in their empirical development of a learning progression for quantification of scientific phenomena. In another academic conversation of theoretical articles, Larsen and Harrington (2018a, 2018b) converse with Mohan (2018) about the virtue of place and space as CCCs within a learning progression about place that supports sensemaking about phenomena in both science and geography that incorporates other CCCs ( PAT and SPQ ) and likely has cross‐disciplinary applications.…”

Section: Resultsmentioning

confidence: 99%

“…Two articles explicitly considered the links between the SEPs of using mathematics and analyzing data with SPQ . In particular, while describing a learning progression on quantification, Jin et al (2019) focused on the overlap of SPQ with using mathematics and analyzing data. The authors highlighted overlaps between the SEPs and CCCs in the historical development of quantification, how quantification was used in NGSS, and how it appeared in student assessments.…”

Section: Resultsmentioning

confidence: 99%

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A review of literature that uses the lens of the next generation science crosscutting concepts: 2012–2019

Fick

Arias

2022

J Res Sci Teach

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New reforms in science education call for threedimensional learning by integrating disciplinary core ideas, science and engineering practices, and crosscutting concepts (CCCs). These reforms defined the new term, crosscutting concept (CCC), as a lens that has explanatory power across disciplines. To describe how researchers are examining and using the CCCs related to science teaching and learning, a literature review was conducted to identify articles that included the term "crosscutting concept" since its introduction in 2012. The articles were narrowed to those that use the term CCC as a component of the framing, analysis, findings, or discussion of their empirical or nonempirical article. A subset of the identified papers elaborated on the CCCs beyond existing policy documents and references. These papers were open-coded to identify themes in how the CCCs were used. The identified themes suggest that the CCCs are useful for science teaching, learning, and research in terms of creating opportunities to learn, connecting to the big idea, linking to practice, drawing on funds of knowledge, and connecting across topics and disciplines. These themes were analyzed to identify areas of existing focus and those in need of additional research. This synthesis of the literature has implications for using and studying

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

A review of literature that uses the lens of the next generation science crosscutting concepts: 2012–2019

Fick

Arias

2022

J Res Sci Teach

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“…Aspects of quantification have been shown both to be challenging and to provide meaningful opportunities to integrate mathematical and scientific skills and understandings. However, ideas related to quantification and scale are still not developed systematically, particularly across early years of schooling (Jin et al, 2019;Osborne et al, 2018). Specifically, there has been little guidance about how to develop the quantitative underpinnings of science ideas or how to support children to grapple with mathematizing in their investigative work.…”

Section: Mathematizing and Quantification In Classroom Sciencementioning

confidence: 99%

“…While recent standards in the USA (Achieve, 2013;NRC, 2012) establish "Using mathematics and computational thinking" as one of eight scientific and engineering practices and "Scale, proportion, and quantity" as a concept that cuts across scientific domains and phenomena, these understandings receive less attention, and are not yet systematically developed, across the early years of schooling (Jin et al, 2019;Osborne et al, 2018). Concepts related to scale, proportion, and quantity are absent in the K-2 standards.…”

Section: Mathematizing and Quantification In Classroom Sciencementioning

confidence: 99%

“…They are first represented substantially in the fifth-grade standards, where students are expected to consider molecular models of matter and models of the solar system, exploring the ideas that "natural objects exist from the very small to the immensely large" and that "standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume" (Osborne et al, 2018). Earlier standards implicitly take up quantification, for example, by indicating that children's models should represent amounts, relationships, and relative scales or that children should take measurements in investigations (Jin et al, 2019). Each of these performances relies on seeing and extracting variables that can be compared, measured, and controlled-steps that are accomplishments for scientists.…”

Section: Mathematizing and Quantification In Classroom Sciencementioning

confidence: 99%

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Quantification in Empirical Activity

Manz

Beckert

2021

Sci & Educ

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Changing where, when, and how objects are studied is central to lab-based science (Knorr Cetina, 1999). Science involves changing the scale of objects-particularly scales of size, time, and intensity-from what is experienced in the world. Similar to investigations conducted in science laboratories, classroom investigations involve re-representing and rescaling entities, manipulating them, and observing effects in new locations and timescales. However, this aspect of investigation is under-studied and under-utilized as a resource for learning. We argue that, from elementary school, children can experience quantification, or identifying, developing, and working with variables, as consequential and can take up differences in representation and scale in empirical investigations as opportunities for sensemaking and conceptual progress. We describe two instantiations of an investigation into heating and cooling, showing that 7-and 8-year-old students oriented to gaps and ambiguities related to temperature and that the redesign supported children and teachers to take up temperature for productive sense-making and conceptual progress. We examine opportunities for quantification across the heating and cooling investigation and a second investigation into landforms. This work has implications for supporting quantification in science activity in the early grades and using empirical investigations as opportunities for sense-making.

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Interlocking models in classroom science

Manz

Georgen

2023

Science Education

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Both professional and classroom‐based scientific communities develop and test explanatory models of the natural world. For students to take up models as tools for sensemaking, practice must be agentive (where students use and revise models for specific purposes) and conceptually productive (where students make progress on their ideas). In this paper, we explore principles to support agentive and conceptually productive modeling. One is that models can “do work”; that is, participate in students' sensemaking by offering resources, making gaps visible, or pushing back on modelers' understandings. A second is that working across, and seeking to align, multiple models—what we explain as interlocking models—supports models to do work. A third is that modeling activity can support fine‐grained conceptual progress. We detail how we used these ideas to guide and refine the design of a fifth‐grade investigation into the conservation of matter across phase change. We identify four ways that models participated in students' sensemaking as they interlocked: by providing contradictions, constraints, representational surplus, and gaps for students to engage with. We discuss how designing for models to be co‐participants in sense‐making and to interlock can provide productive paths forward for curriculum designers, researchers, and teachers.

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A Hypothetical Learning Progression for Quantifying Phenomena in Science

Cited by 10 publications

References 52 publications

A review of literature that uses the lens of the next generation science crosscutting concepts: 2012–2019

A review of literature that uses the lens of the next generation science crosscutting concepts: 2012–2019

Quantification in Empirical Activity

Interlocking models in classroom science

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