Learning Progressions for Scientific Inquiry: A Model Implementation in the Context of Energy

San Diego State University Foundation, San Diego CA

Investigators

Abstract

The project's goals are to (1) devise learning progressions for students and teachers in scientific inquiry and its facilitation, with respect to energy, and (2) develop model materials and strategies for grades 4-5 curriculum and teacher professional development. The research questions are: *What constitutes a learning progression in inquiry that builds toward a conceptual understanding of energy? And how can instruction help? *What constitutes teachers' progression in their abilities to facilitate scientific inquiry? What scaffolding, instructional activities, and professional development activities support teachers' movement along this progression? The work is conducted by research teams from San Diego State University and the University of Maryland. Energy will be treated through concepts in the physical sciences in grade 4, the life sciences in grade 5 and earth science in grade 6. The research will focus on coding students' reasoning about energy concepts by identifying levels of sophistication in argumentation and on their progress in conceptual understanding of energy. The project studies teacher learning through analysis of video data from the professional development sessions, and the degree to which teachers modify instructional practice along with their assessment practices.