Understanding Learning Progression in Student Conceptualization of Atomic Structure by Variation Theory for Learning

Teaching and learning about a big idea, “the structure of an atom” has been an important topic in science education. Nevertheless of the importance of the big idea, studies show student alternative conceptions and learning difficulties. Moreover, those alternative conceptions had been identified in textbooks, curriculum materials, and instructions provided by science teachers. In a study of student understanding of matter and atomic-molecular theory, the idea of “learning progressions” was proposed as a useful tool for developing science curriculum to teach these concepts and designing assessments to evaluate students understanding. The learning progression for the big idea assists in predicting student learning in a classroom context and aids in the preparation of “level appropriate” instruction. This study suggests a new interpretation of learning progression by employing variation theory. Learning progression in the current study is defined as a construct composed of varied students’ conceptions in a hierarchical order and progression of learning is acquired through conceptual awareness along with increasing complexity and inclusivity. Eun Jung Park, Northwestern University Greg Light, Northwestern University Su Swarat, Northwestern University Denise Denise, Northwestern University