A tale of two progressions: students’ learning progression of the particle nature of matter and teachers’ perception on the progression
Abstract Learning progressions (LPs) provide researchers with a robust framework to describe the process of students’ cognitive development in science and provide teachers with an effective reference to help students’ competences develop. In physics education, the understanding of the particle natur...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2023-12-01
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| Series: | Disciplinary and Interdisciplinary Science Education Research |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s43031-023-00085-2 |
| _version_ | 1797398232091852800 |
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| author | Yi Yang Yi-Xuan Liu Xin-Hao Song Jian-Xin Yao Yu-Ying Guo |
| author_facet | Yi Yang Yi-Xuan Liu Xin-Hao Song Jian-Xin Yao Yu-Ying Guo |
| author_sort | Yi Yang |
| collection | DOAJ |
| description | Abstract Learning progressions (LPs) provide researchers with a robust framework to describe the process of students’ cognitive development in science and provide teachers with an effective reference to help students’ competences develop. In physics education, the understanding of the particle nature of matter (PNM) is important, as it affects students’ conceptualization of matter and, over the long term, the entire view of science. Developing a systematic understanding of the PNM requires an effective instruction. Teachers’ instruction is heavily influenced by their understanding on students’ progression. Therefore, this study first tested and refined students’ LPs of PNM. Then, with the lens of LPs, we investigated teachers’ perception on the progression. The results show that students’ LPs of PNM in teachers’ minds are partly different from students’ actual situations, as most teachers have not been sufficiently informed of students’ conceptual understanding of PNM and especially lack the knowledge of students’ understanding in PNM at the lower level. When designing instruction, some teachers did not have an awareness of LP-based instructional design and sometimes neglected students’ conceptual development. This study ends with some suggestions for supporting teachers’ professional development. |
| first_indexed | 2024-03-09T01:21:38Z |
| format | Article |
| id | doaj.art-9b774aafca27407fb8278c6f2f21b624 |
| institution | Directory Open Access Journal |
| issn | 2662-2300 |
| language | English |
| last_indexed | 2024-03-09T01:21:38Z |
| publishDate | 2023-12-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Disciplinary and Interdisciplinary Science Education Research |
| spelling | doaj.art-9b774aafca27407fb8278c6f2f21b6242023-12-10T12:06:12ZengSpringerOpenDisciplinary and Interdisciplinary Science Education Research2662-23002023-12-015111510.1186/s43031-023-00085-2A tale of two progressions: students’ learning progression of the particle nature of matter and teachers’ perception on the progressionYi Yang0Yi-Xuan Liu1Xin-Hao Song2Jian-Xin Yao3Yu-Ying Guo4Department of Physics, Beijing Normal UniversityDepartment of Physics, Beijing Normal UniversityFaculty of Education, Beijing Normal UniversityDepartment of Physics, Beijing Normal UniversityDepartment of Physics, Beijing Normal UniversityAbstract Learning progressions (LPs) provide researchers with a robust framework to describe the process of students’ cognitive development in science and provide teachers with an effective reference to help students’ competences develop. In physics education, the understanding of the particle nature of matter (PNM) is important, as it affects students’ conceptualization of matter and, over the long term, the entire view of science. Developing a systematic understanding of the PNM requires an effective instruction. Teachers’ instruction is heavily influenced by their understanding on students’ progression. Therefore, this study first tested and refined students’ LPs of PNM. Then, with the lens of LPs, we investigated teachers’ perception on the progression. The results show that students’ LPs of PNM in teachers’ minds are partly different from students’ actual situations, as most teachers have not been sufficiently informed of students’ conceptual understanding of PNM and especially lack the knowledge of students’ understanding in PNM at the lower level. When designing instruction, some teachers did not have an awareness of LP-based instructional design and sometimes neglected students’ conceptual development. This study ends with some suggestions for supporting teachers’ professional development.https://doi.org/10.1186/s43031-023-00085-2Learning progressionMiddle school physicsParticle nature of matter |
| spellingShingle | Yi Yang Yi-Xuan Liu Xin-Hao Song Jian-Xin Yao Yu-Ying Guo A tale of two progressions: students’ learning progression of the particle nature of matter and teachers’ perception on the progression Disciplinary and Interdisciplinary Science Education Research Learning progression Middle school physics Particle nature of matter |
| title | A tale of two progressions: students’ learning progression of the particle nature of matter and teachers’ perception on the progression |
| title_full | A tale of two progressions: students’ learning progression of the particle nature of matter and teachers’ perception on the progression |
| title_fullStr | A tale of two progressions: students’ learning progression of the particle nature of matter and teachers’ perception on the progression |
| title_full_unstemmed | A tale of two progressions: students’ learning progression of the particle nature of matter and teachers’ perception on the progression |
| title_short | A tale of two progressions: students’ learning progression of the particle nature of matter and teachers’ perception on the progression |
| title_sort | tale of two progressions students learning progression of the particle nature of matter and teachers perception on the progression |
| topic | Learning progression Middle school physics Particle nature of matter |
| url | https://doi.org/10.1186/s43031-023-00085-2 |
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