Implications of Complexity for Research on Learning Progressions

Introduction The National Research Council first offered learning progressions (LPs) as a potentially generative construct for science education in its 2007 report Taking Science to School. The report defined LPs as “descriptions of the successively more sophisticated ways of thinking about a topic that can follow one another as children learn about and investigate a topic over a broad span of time” (NRC, 2007, p. 214).

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