Primary Grade Children’s Capacity to Understand Microevolution: The Power of Leveraging Their Fruitful Intuitions and Engagement in Scientific Practices

Metz, Kathleen E.; Cardace, Amy; Berson, Eric; Ly, Uyen; Wong, Nicole; Sisk-Hilton, Stephanie; Metz, S. Emlen; Wilson, Mark

doi:10.1080/10508406.2019.1667806

Cited by 9 publications

(7 citation statements)

References 65 publications

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“…Overall reported effect sizes ranged from d = 0.23 (Song & Sparks, 2019) to d = 1.18 (Siemon et al, 2019). Six reported learning gains in logits (Anderson et al, 2018; Jin et al, 2015; Jin et al, 2017; Metz et al, 2019; Schramm et al, 2018; Wilson & Lehrer, 2021). However, as authors did not report standardizing their use of logits by constraining the standard deviation to one, results cannot be compared.…”

Section: Resultsmentioning

confidence: 99%

“…These findings supported Chen et al’s (2017) claim that “Analyzing multiple learning paths in learning progressions is a problem that remains unresolved” (p. 1363). In their work, they chose to draw on CDM instead of commonly used IRT (e.g., Confrey, Toutkoushian, & Shah, 2019; Metz et al, 2019). They argued that CDM allowed more exploration of learner diversity and provided more detailed diagnostic feedback; this may be a fruitful approach to explore.…”

Section: Discussionmentioning

confidence: 99%

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Learning Progression–Based Assessments: A Systematic Review of Student and Teacher Uses

Harris

Adie

Wyatt-Smith

2022

Review of Educational Research

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This systematic review examined evidence of the utility of learning progression (LP)–based assessments to inform teaching and student learning in classroom contexts. Fifty-nine studies met inclusion criteria and were analyzed against four research questions. Evidence highlighted their potential for supporting judgments about learning, informing instructional and learning decisions, and improving teacher learning and development. Although 23 studies measured student achievement, reporting positive overall effects, only 6 adopted the experimental designs necessary for causal claims. Using LP-based assessment for formative purposes was well supported. Limited evidence was found regarding summative and accountability uses. Findings show that LP-based assessment design and use requires trade-offs relating to standardization and scale. Teachers need opportunities for negotiation when making judgments and integrating LP-based assessments into existing curriculum and policy contexts. Future research should examine student use of LP assessments and find a balance between standardization and customization to meet the needs of diverse learners and local contexts.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Learning Progression–Based Assessments: A Systematic Review of Student and Teacher Uses

Harris

Adie

Wyatt-Smith

2022

Review of Educational Research

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“…Drawing on Science and Technology Studies' centering western depictions of ecologists' practice (e.g., Hall et al, 2002;Latour, 1999), one line of research has focused on supporting students engaging in modeling practices such as sampling, data visualization, and argumentation (Lehrer & Schauble, 2012;Manz, 2013;Metz, 2008Metz, , 2011. This research has centered around generating and visualizing variation and covariation within ecological systems to better understand system-level interactions between living and nonliving aspects of the larger system, with such work considered foundational to understanding system change and adaptation in micro and macroevolutionary processes (Metz et al, 2019).…”

Section: Learning About Ecological Systems: Intersections Of Emotion ...mentioning

confidence: 99%

Emotion, place, and practice: Exploring the interplay in children's engagement in ecologists' sampling practices

Lanouette

2022

Science Education

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In science education, there has been a sustained focus on supporting the emergence of science practices in K–12 and field‐based settings. Recent work has elevated the integral role of emotion in sparking and sustaining such disciplinary practices, deepening the field's understanding of what is entailed in “doing” science. Yet even as we gain this richer understanding of practice, less attention has been given to the places where practice emerges. These places play a critical role in the co‐emergence of emotion and practice, and while separate strands of research have elevated emotion and practice or, alternately, place and practice, rarely has their dynamic relationship been considered together. In this article, I explore this interplay of emotion, place, and practice emergent in children's sampling practices within a multiweek curriculum centered around their schoolyard soil ecosystem. Through a comparative case study analysis of two student pairs using video data, student interviews, and classroom artifacts, my analysis reveals how children's emergent emotion was entangled in their relationships with the schoolyard and life within, shaping not only how they engaged in sampling practices but also what dimensions of the ecological system they attended to. I argue that emotion and place should be central to the design, teaching, and analysis of learning contexts, in turn centering the social and emplaced dimensions of science disciplinary practices for children and scientists alike. Implications for science teaching and learning are discussed, with particular consideration of field‐based sciences.

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“…Along the progression, explanations include shifting distributions across generations and ultimately address natural selection as the mechanisms for establishing good fit. Both dimensions are described in more detail in related publications about this project [16,24]. Along both dimensions, the elaboration of the coding guide reflected a more nuanced version of the learning progression.…”

Section: Developing the Two-dimensional Learning Progression Via Coding Book Developmentmentioning

confidence: 99%

Designing a Learning Progression about Micro-Evolution to Inform Instruction and Assessment in Elementary Science

2021

Self Cite

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This paper gives an example of how to address the challenge of designing a learning progression that describes student thinking, with the necessary specificity to align instructional opportunities and assessment tools. We describe the Conceptual Underpinnings of Evolution project and the iterative process of developing a novel learning progression theory, while critically testing that theory using structured interview data analyzed with Rasch models. We investigate elementary students’ capacities for reasoning in biology, specifically focusing on microevolution as a strategic core idea for students between the ages of seven and nine. The learning progression theory informed the design of two instructional modules which aimed to build on students’ intuitions. The modules provided opportunities for students to engage in scientific practices framed to develop more adequate explanations about how organisms may change over time, in accordance with environmental changes. Aligning the learning progression, instructional activities, and structured interview assessment was critical for meeting two of our underlying assumptions: that students’ reasoning capacities rely on instructional opportunities; and that students’ assessment scores must be interpretable in terms of learning progression levels. We share both initial and late-stage versions of the learning progression and describe how item-level information and Rasch analyses helped both to specify the learning progression levels and to define the two underlying dimensions.

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Primary Grade Children’s Capacity to Understand Microevolution: The Power of Leveraging Their Fruitful Intuitions and Engagement in Scientific Practices

Cited by 9 publications

References 65 publications

Learning Progression–Based Assessments: A Systematic Review of Student and Teacher Uses

Learning Progression–Based Assessments: A Systematic Review of Student and Teacher Uses

Emotion, place, and practice: Exploring the interplay in children's engagement in ecologists' sampling practices

Designing a Learning Progression about Micro-Evolution to Inform Instruction and Assessment in Elementary Science

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