A Variation Theory Approach to Develop Learning Progressions for Engineering Concepts

被引：0

作者：

Swarat, Su ^{[1
]}

Light, Gregory ^{[1
]}

Park, Eun-Jung ^{[2
]}

Drane, Denise ^{[1
]}

机构：

[1] Northwestern Univ, Evanston, IL 60208 USA

[2] Womens Univ, Seoul, South Korea

来源：

RESEARCH IN ENGINEERING EDUCATION SYMPOSIUM | 2011年

基金：

美国国家科学基金会;

关键词：

STUDENTS;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Learning progressions are a useful tool for describing the development of student understanding and for informing instructional practice. In this paper, we describe how we have applied Variation Theory to develop a learning progression for "size and scale" that is grounded in empirical data on student's conceptual understanding. We argue that this approach not only offers a systematic way of describing levels of understanding from students' exhibited conceptions, but also generates learning progressions with unique features that may offer advantages over traditional learning progressions.

引用

页码：299 / 307

页数：9

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