A Review on Science Learning Progressions

Learning progressions, as one of the evidence-based models, are based on the careful design and testing of hypotheses related to the curriculum, and have recently gained popularity in terms of supporting students’ core scientific concepts and designing instructional materials to increase their literacy in that area. This review study, which is related to learning progression in science education, has been carried out with the aim of increasing the accessible resources in Turkish literature and attracting more researchers and practitioners while the research, development and examination studies on the subject are progressing rapidly. In this context, this review study includes (a) the definition, general features and potential uses of learning progressions, (b) development, validity and revision of learning progressions, (c) the relationship between learning progressions and assessment and (d) names of previously developed science learning progressions. It is hoped that the study will encourage using learning progressions both in designing professional programs and aligning curriculum, instruction and assessment by looking curricula with a relatively new perspective