The goal of our research is to develop learning progressions and accompanying assessment materials identified in A Framework for K-12 science education: Practices, crosscutting concepts, and core ideas (NRC, 2012). We propose to address a Science & Engineering Practice (e.g., scientific argumentation), a Crosscutting concept (e.g. patterns), and Disciplinary Core Ideas in each of the following foundational middle school science domains - physical science, life science, and Earth science. This study builds upon existing work around argumentation, physical science, and life science. Specifically, we focus on a crosscutting concept – patterns (PAT), continue our research on a practice – argumentation (ARG), and focus on the disciplinary core ideas of natural resource (NR) and natural resource - human impact (NR-HI), ecology (ECO), and structure of matter (SOM).
Introduction
Selected Research Questions
We collaborate with teachers in California and Arizona to co-create the construct maps, items, and outcome space. They represent an important source of information in making our learning progression practical, interpretable, and actionable to teachers. We have collected responses for from 2,401 students for the 6 constructs (see Table 1).
Data
Highlights - Scientific Practice (Argumentation) & Crosscutting Concept (Patterns)*
Implications
This material is based upon work supported by the National Science Foundation under Grant No. 2010322. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
The research questions of interest:
1. How well can the dimensions of the learning progressions for scientific argumentation and patterns and the three disciplinary core ideas, physical science, life science, and earth science, be measured?
2. How does student competency in scientific argumentation and patterns differ or stay the same across the three disciplinary core ideas?
1Berkeley School of Education, University of California, Berkeley
2College of Education, University of Arizona
Co-PI: Linda Morell1, PI: Mark Wilson1, Co-PI: Kristin L. Gunckel2, and Mingfeng Xue1
Learning Progressions in Science: Analyzing & Deconstructing the Multiple Dimensions in Assessment
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: the National Academies Press
Wilson, M. (2009). Measuring progressions: Assessment structures underlying a learning progression. Journal of Research in Science Teaching, 46(6), 716-730.
Methods
The development of the assessment material is guided by the construct modeling framework (see Figure 1; Wilson, 2005), which consists of four building blocks – construct map, items design, outcome space, and measurement model. We use the BEAR Assessment System Software (BASS) to conduct our research.
Waypoints | Description |
ARG-3 | Students at this level are able to argue from evidence, making claims, supporting the claims with evidence, and connecting them with reasoning. Students need support in constructing counter arguments and identifying which of two arguments is stronger. |
ARG-2 | Students at this level are able to make claims and identify evidence. They need support finding reasoning to connect their claims to evidence. |
ARG-1 | Students at this level are starting to understand how to argue from evidence. They may be able to make a claim and are beginning to learn to identify evidence. |
ARG-0 | Notions - naive conceptions. |
Waypoints | Description |
PAT-3 | Identifies and describes patterns, including relationships, that are relevant to an explanatory model. |
PAT-2 | Identifies and describes a how phenomenon changes between endpoints (e.g., cycles, trends, distributions) |
PAT-1 | Notices differences and/or similarities of two or more instances of a phenomenon or representation of a phenomenon (e.g., classification) |
PAT-0 | No Patterns or Naive conceptions |
Table 2. Construct map for Argumentation (ARG)
Table 3. Construct map for Patterns (PAT)
Figure 2. Wright map of ARG across ecology and structure of matter
Future works
Figure 1. The four building blocks of measurement development in learning progression adapted from Wilson (2009)
Contact Information
Mark Wilson
UC Berkeley
markw@berkeley.edu
Natural Resources - Freshwater as a Limited Resource (NR-LR) | Natural Resources - Human Impacts �(NR-HI) | Interdependent Relationships in Ecosystems �(ECO) | Structure of Matter �SOM) |
NRLR-4: Not all people have equal access to clean freshwater. Social structures, cultural relationships, economic systems, and political boundaries can limit or facilitate access to water. | NRHI-4: The impacts of human activities on environmental systems are not evenly distributed. Some communities are disproportionately impacted. | ECO-3: Complex relationships among organism populations | SOM-4: Reasoning about chemical changes using imagined entities |
NRLR-3: Rainfall and groundwater are unevenly distributed. Plant and animal communities grow where conditions meet their needs; people can collect, store, and transport water to where they need it, but this requires energy and capital. | NRHI-3: Some technologies and human systems can be designed to improve access to and quality of freshwater, but implementation of these technologies requires capital, energy, and cultural, social, and political commitments. | ECO-2: Indirect relationships among organism populations | SOM-3: Reasoning about physical changes using imagined entities which does not require concrete referents |
NRLR-2: Natural processes can limit freshwater availability (e.g., drought). | NRHI-2: Humans have engineered systems to obtain, clean, and distribute water. These systems and structures can alter the availability and quality of water for people and other organisms. | ECO-1: Direct relationships among organism populations | SOM-2: Reasoning about invisible/imagined entities but only with concrete macroscopic referents |
NRLR-1: Water is essential for life. Freshwater is available from surface and underground sources. There is also water in the atmosphere. | NRHI-1: Humans are living organisms and are connected to other organisms and elements in the environment. | ECO-0: Naive conceptions | SOM-1: Reasoning is about macroscopic entities |
NRLR-0: Naïve Conceptions | NRHI-0: Naïve Conceptions | | SOM-0: Initial conceptions |
Figure 4. Wright map for ECO
References
Dimension | # of Items |
Disciplinary Core Idea-Structure of Matter (SOM) | 24 |
Disciplinary Core Idea-Ecosystems (ECO) | 24 |
Disciplinary Core Idea-Natural Resources (NR) | 8 |
Disciplinary Core Idea-Natural Resources-Human Impacts (NR-HI) | 4 |
Practice - Scientific Argumentation (ARG) | 32 |
Cross-cutting Concept - Patterns (PAT) | 17 |
*Argumentation, Patterns, and Ecosystems are highlighted given space constraints.
ARGUMENTATION
PATTERNS
Table 1. Items developed and tested
Here are our current versions of Construct maps for the Disciplinary Core Ideas (as mentioned in the Next Generation Science Standards, NGSS Lead States, 2013)
Kristin Gunckel
U Arizona
kgunckel@arizona.edu
Linda Morell
UC Berkeley
lindamorell@berkeley.edu
Figure 3. An Exemplar Patterns Item addressing the highest waypoint (PAT-3)
What is the relationship between elevation and climate?
As elevation increases, temperature [increases/decreases/stays the same] and rainfall [increases/decreases/stays the same].
Table 4. Construct maps for the four science content areas under study.
Ecosystems (ECO)
Argumentation in structure of matter
Argumentation in ecology
Construct Map
Items Design
Measurement Model
Outcome Space
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