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Direct linkSchramm, J. W.; Jin, H.; Keeling, E. G.; Johnson, M.; Shin, H. J. – Research in Science Education, 2018
This paper reports on our use of a fine-grained learning progression to assess secondary students' reasoning through carbon-transforming processes (photosynthesis, respiration, biosynthesis). Based on previous studies, we developed a learning progression with four progress variables: explaining mass changes, explaining energy transformations,…
Descriptors: Inquiry, Active Learning, Learning Activities, Science Instruction
