Using educative learning progression to support novice science teachers’ lesson plan critiques

Abstract

ABSTRACTLearning progressions (LPs) are considered to have great potential to improve pedagogical practices. However, even with LPs, teachers may still be unaware of the barriers that keep students from progressing; many are struggling with essential pedagogical strategies to support students’ progression. This study thus proposed an educative LP (ELP), a framework that informs teachers about students’ cognitive development and provides pedagogical strategies to facilitate learning. Specifically, we developed an ELP of scientific modelling competence (ELPoSMC), integrating LP levels, learning challenges, and model-based inquiry, to assist teachers in lesson plan critique. We implemented the ELPoSMC with novice physics teachers (n = 32) and compared teachers’ lesson plan critiques with a control group (n = 40). Results indicate that the experimental group significantly outperformed the control group, especially on seven out of 12 functions of ELP. Teachers’ critiques addressed relationships among four elements in lesson planning: student characteristics, learning goals, teaching strategies, and curriculum materials. Experimental group were more likely to tap relationships between ‘student characteristics’ or ‘learning goals’ with other elements, while the control group tended to use ‘teaching strategies’ or ‘curriculum materials’ as a proxy for critiques. The study indicates that the ELP, compared to general LP, facilitated teachers’ attention to supporting students with varying characteristics to achieve learning goals.