Design of a K12 Learning Progression in SubCellular Processes

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Design of a K-12 Learning Progression in
Sub-Cellular Processes

• A Collaborative Project of the Center for Inquiry
  in Science Teaching and Learning
• Washington University in St. Louis
• Phyllis Balcerzak
• Rowhea Elmesky
• Jill McNew
• Jennifer Iverson
• Leslie Oliver
• Andrea Gay
• Mark Hogrebe

This material is based upon work supported by
the National Science Foundation under Award No.
ESI-0227619.  Any findings, conclusions,
recommendations or opinions expressed in this
presentation are those of the authors and do not
necessarily reflect the views of the national
Science Foundation.
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Why Develop a Learning Progression?

• Knowledge in sciences is fragmented
• Between strands
• Between grade level experiences
• Disconnect between research on student learning
  in science and curricular development

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Learning Progression Literature

• Anderson, C. W., Mohan, L., Sharma, A. (2005).
  Developing a learning progression for carbon
  cycling in environmental systems. Paper presented
  at the Annual meeting of the Ecological Society
  of America as part of the symposium, Pathways to
  Scientific Teaching in Ecology Education,
  Montreal, Canada.
• Catley, K., Lehrer, R., Reiser, B. (2005).
  Tracing a prospective learning progression for
  developing understanding of evolution National
  Academy of Sciences.
• Roseman, J.E., Caldwell, A., Gogos, A., Kurth,
  L. (2006). Mapping a coherent learning
  progression for the molecular basis of heredity.
  Paper presented at the National Association for
  Research in Science Teaching Annual Meeting, San
  Francisco, CA.
• Smith, C., Wiser, M., Anderson, C. W., Krajcik,
  J. (2004). Implications of research on children's
  learning for assessment Matter and atomic
  molecular theory National Research Council.

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Why the Biological Sciences?

• Student scores on test items in NAEP and Missouri
  Assessment of Performance
• Conceptual fragmentation in curricular documents
• Center is located in area of burgeoning
  biotechnological development

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Research Methodology

• Review of data on student achievement
• Selection of big idea from standards
  benchmarks
• Definition of LP from collective experience
• Conceptual analysis of research on learning in
  biological sciences
• Modification of LP based on research

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Unintended Outcome

• Process of developing LP produced engaging, rich,
  productive discourse across disciplines of
  biology, chemistry, psychology, social cultural
  studies, K-18 teaching-learning

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Researcher BackgroundsTheoretical, Experiential
and Scientific Positioning of Group Members
Constructivist Learning Theory
Cognitive
Jennie
Leslie
K-12 Teaching Experience
Phyllis
Andrea
Jill
Rowhea
Socio- Cultural
Minimal
Extensive
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Presentation

• Grades 7 -12 results of meta-analysis and how it
  informed the learning progression
• Grades K-6 results of meta-analysis and how it
  informed the learning progression
• Ethnographic study of process LP development

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Research and Implications for Secondary Student
Learning

• Jill McNew
• Jennifer Iverson

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National Science Education Standard

• Cells store and use information to guide their
  functions. The genetic information stored in DNA
  is used to direct the synthesis of the thousands
  of proteins that each cell requires.(National
  Science Education Standards)
• Focused on protein synthesis as endpoint of
  learning progression

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Sixth Eighth Grade
Cell Structures and Functions An adequate
conception of cells includes understanding both
cell components and how they work together.
Additionally, a vital concept is that while most
cells perform many similar functions contributing
to the survival of the individual cell, certain
processes may be omitted or emphasized in
different types of cells in order to perform in a
specific context. This specialization is
reflected in the structure of the cell.
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Ninth Twelfth Grade
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Connecting Organism to Cellular

• Genes/DNA
• Processes for inheritance (genes/DNA) are
  requisite for living things in order to connect
  species needs to cellular processes
• Phenotype/Genotype
• A connection between organisms structure and
  function, cellular processes, and ecosystem
  function.
• Theory of Kinship/ Theory of Genetics
• A connection between heritability as kinship and
  genetic inheritance
• Macroscopic / Microscopic
• A connection between macroscopic and microscopic
  phenomena is a significant support for
  understanding cellular processes.

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Cell Structure and Function

• An adequate conception of cells includes both
  understanding cell components and how they work
  together.
• Additionally, a vital understanding is that while
  most cells perform many similar functions
  contributing to the survival of the individual
  cell, certain processes may be omitted or
  emphasized in different types of cells in order
  to perform in a specific context. This
  specialization is reflected in the structure of
  the cell.

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Cell Division

• An adequate conception of cell division begins
  with understanding that in order for organisms to
  both grow as well as maintain function (since
  there are always cells that are dying,) cells
  must be regenerated. Cells are regenerated
  through a cycle that includes a growth phase
  followed by a division phase, which results in 2
  identical copies of the cell, both containing
  identical genetic material.

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Gamete Formation

• In the sex organs of sexually reproducing
  species, sex cells are formed through a version
  of the cell splitting process and result in
  gametes, which contain one piece of the 2 piece
  set of the genetic code contained in the original
  cell.

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Genetic Inheritance as Trait Expression

• In reproduction, gametes with their associated
  chromatids combine, bringing together the genetic
  codes from two parent organisms. Some of the
  genes that combine can be associated with
  particular traits in the progeny organism,
  allowing scientists to trace patterns of
  inheritance through generations.

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Genetic Inheritance as Protein Expression

• Throughout the life of an organism, DNA dictates
  cellular function through a process of
  complementary base pairing with specific segments
  of the DNA that results in transcription of RNA.
  Segments of RNA are then translated into amino
  acid sequences that, when bonded together form
  proteins. Proteins both dictate a variety of
  activities in the cell and contribute to
  components of cellular structures.

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Research Base

• This study pulls together important topics that
  are only treated in isolation in the literature.
• Research is needed on how robust conceptions of
  cellular processes are constructed across smaller
  topics.

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Research and Implications for Elementary Student
Learning

• Leslie Bouchard Oliver

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Kindergarten Fifth Grade
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Literature Review

• Research on childrens learning in four
  content topics
• Classification
• Life cycles/growth and development
• Structures and functions
• Heredity and reproduction
• Research lacking on specific relevant topics
• Research on learning and cognitive processes

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Complex Thinking in Young Children

• In contrast to the commonly held and outmoded
  view that young children are concrete and
  simplistic thinkers, the research evidence now
  shows that their thinking is surprisingly
  sophisticated (Duschl, Schweingruber Shouse,
  2006).
• a. Children acquire substantial knowledge of
  the natural world before entering school and
  outside of their school experiences (Atran,
  Medlin Ross, 2004 Gilbert, Osborne Fensham,
  1982 Reiss Tunnicliffe, 2001 Tunnicliffe
  Reiss, 1999) .

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Complex Thinking Continued

• Children have the capacity for abstract reasoning
  used in their development and understanding of
  explanations of biological phenomena
  (Kelemen,1999 Inagaki and Hatano,2004 Simons
  Keil, 1994 Toyoma, 2000) .
• c. Lack of content knowledge is a major
  constraint on childrens understanding of science
  (Opfer and Siegler, 2004 Solomon Johnson,
  2000) .

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Implications for K-5 science education

• Provide children with deeper and more abstract
  content knowledge, logically sequenced and
  embedded in conceptual frameworks organized
  around Big Ideas. (Bransford, Brown
  Cocking,2000 Duschl, Schweingruber Shouse,
  2006 Solomon and Johnson, 2000)
• Provide children with opportunities to acquire
  the knowledge and skills needed to build and
  refine scientific explanatory models based on
  evidence (Carvalho, Silva, Lima Coquet, 2004
  Duschl, Schweingruber Shouse, 2006 Markman
  Genter, 2001)

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Modifications of Learning Progression Grades K2

• Classification
• living/nonliving and plant/animal distinctions
• Basic Needs
• requirements for life (animals and plants)
• Life cycles/growth and development
• life cycle patterns of familiar animals
• Structure and Function
• external animal plant parts and their functions
• examination of animal and plant structures with
  magnifiers
• structure and function of major internal
  human/animal organs.
• Reproduction and heredity
• resemblance of young to parents, kin and species
• origin of offspring (birth, eggs, seeds)
• variation of characteristics

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Modifications of Learning Progression Grades 35

• Classification
• Unicellular/multicellular organisms
  introduction to major groups
• Basic Needs
• Nutrition nutrients for survival growth
• Animals dependency on plants plants dependency
  on sunlight
• Proteins, carbs and fats in foods and their
  functions in body
• Life cycles/growth and development
• life cycles of familiar plants
• Structure and Function
• Internal plant parts and their functions
• Major human/animal organs and associated systems
• Elaboration of animal plant organ systems
  interconnectedness of systems
• Tissues (microscopic view)
• Cells as basic components of tissues
• Types of plant and animals cells and functions
• Reproduction and heredity
• Heritable/non-heritable characteristics
• Mechanism for transmission of heritable
  characteristics
• Reproductive processes in familiar animals and
  plants

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Kindergarten Fifth Grade
Microscopes
Zoom Levels
Macro
Micro
wastes
Organism input/output
Dietary sources of protein, carbs, fats
Functions of protein, carbs, fats in body
Nutrients
Food
Air and water
Basic Needs
Growth and development
Life cycles
Classification of Living Organisms
Unicellular and multicellular organisms
Living vs nonliving
Animals and plants
Characteristics Of Living Organisms
Organization
Structures have specific
functions
Structures are made of smaller observable parts

Organs are made of tissues
Organisms made of organ systems
Organ systems made of organs
Reproduction and heredity
Inherited Traits
offspring
Adaptations
Different organisms have different structures
with similar functions
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Investigating Process Methods and negotiation
in creating a learning progression

• Andrea Gay
• Rowhea Elmesky

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Drawing on experience and research Determining
focus

• Schooling context
• Analyzed national and local standards
• Local context
• Assessed science needs of community
• Student need
• Analyzed NAEP and MAP student achievement data
• Participant expertise
• Emphasized science strengths of group
• Research base
• Examined literature broadly for sufficiently
  researched concepts

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Drawing on experience and research Initial
development of LP

• As learners of science
• Experience as successful learners of science in
  traditional contexts
• As teachers of science
• Beliefs and practice as constructivist teachers
• As researchers
• Knowledge of sub-sets of science education
  literature

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Drawing on experience and research Restructuring
the LP

• Using the literature to demarcate conceptual
  areas
• Drawing on the literature and expertise to
  highlight learning objective in each area
• Connecting concepts in the LP from K-12
• Teaching each other

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Importance of controversyLearning theory

• Negotiating theoretical frameworks
• Cognitive emphasizing prior conceptions and
  learning within the mind of the idealized
  individual
• Socio-cultural emphasizing prior experience and
  learning of individuals and groups in specific
  contexts

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Importance of controversyThe place of pedagogy

• Content and pedagogy can be separated
• LP is a conceptual sequence not a curriculum
• Teacher agency in determining teaching means and
  methods
• Content and pedagogy are intertwined
• LP is a conceptual sequence for learning not a
  concept map of a discipline
• Content choices reflect pedagogical choices and
  vice versa
• Developmental appropriateness

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Importance of controversyPurpose of a learning
progression

• Cognitive content mastery
• To develop competence in an area of inquiry,
  students must a) have a deep foundation of
  factual knowledge, b) understand facts and ideas
  in the context of a conceptual framework, and c)
  organize knowledge in ways that facilitate
  retrieval and application (NRC 1996, p.1).
• Socio-cultural science literacy
• a recognizable and analyzable feature that
  emerges from the (improvised) choreography of
  human interaction, which is always a collectively
  achieved, indeterminate process (Roth and Barton
  2004, p. 2).

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Importance of controversyThe place of group work

• Group work provides space for important tensions
  to emerge.
• Crossing conceptual boundaries leads to silencing
  and/or deepening understandings for individuals
  and/or the collective.

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Importance for the field

• Guide for creation of LPs in other content areas
• Conflicts within group reflect conflicts within
  the field
• Negotiations within group reflect means of
  fostering negotiations between stake holders in
  curriculum and school reform efforts.

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Acknowledgements

• Many thanks to CISTL Research Group
• Contact lbouchar_at_artsci.wustl.edu