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.
|Original language||English (US)|
|State||Published - Oct 2011|
|Event||Research in Engineering Education Symposium - Madrid, Spain|
Duration: Oct 4 2011 → Oct 7 2011
|Conference||Research in Engineering Education Symposium|
|Period||10/4/11 → 10/7/11|