Nancy Butler Songer|Ben Kelcey|Amelia Wenk Gotwals
How and when does complex reasoning occur? Empirically driven development of a learning progression focused on complex reasoning about biodiversity
University of Michigan–Ann Arbor|Wayne State University|Michigan State University
abstract order compete global economy students going need resources curricula focusing critical thinking reasoning science despite awareness need complex reasoning american students perform poorly relative peers international standardized tests measuring complex thinking science research focusing learning progressions one effort provide coherent science curricular sequences assessments focused complex thinking focal science topics article describes empirically driven fivestep process develop 3year learning progression focusing complex thinking biodiversity efforts resulted empirical results work products including 1 revised definition learning progressions 2 empirically driven 3year progressions complex thinking biodiversity 3 application statistical approaches analysis learning progression products 4 hierarchical linear modeling results demonstrating significant student achievement complex thinking biodiversity 5 growth model results demonstrating strengths weaknesses first version curricular units empirical studies present information inform curriculum assessment development curriculum development role learning progressions templates development organized sequences curricular units focused complex science discussed assessment development learning progressionguided assessments provide greater range amount information reliably discriminate students differing abilities contrasting standardized assessment measure also focused biodiversity content 2009 wiley periodicals inc j res sci teach 46 610631 2009