Learning progressions from a sociocultural perspective: response to “co-constructing cultural landscapes for disciplinary learning in and out of school: the next generation science standards and learning progressions in action”

Tytler, Russell 2018, Learning progressions from a sociocultural perspective: response to “co-constructing cultural landscapes for disciplinary learning in and out of school: the next generation science standards and learning progressions in action”, Cultural studies of science education, vol. 13, no. 2, pp. 599-605, doi: 10.1007/s11422-016-9777-x.

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Title Learning progressions from a sociocultural perspective: response to “co-constructing cultural landscapes for disciplinary learning in and out of school: the next generation science standards and learning progressions in action”
Author(s) Tytler, RussellORCID iD for Tytler, Russell orcid.org/0000-0003-0161-7240
Journal name Cultural studies of science education
Volume number 13
Issue number 2
Start page 599
End page 605
Total pages 7
Publisher Springer
Place of publication Amsterdam, The Netherlands
Publication date 2018-06-20
ISSN 1871-1502
1871-1510
Keyword(s) Student learning progression
School-community links
Student reasoning and learning in science
Science literacy
Multi-modal representations
Language eng
DOI 10.1007/s11422-016-9777-x
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Grant ID CSIRO Scientists and Mathematicians in Schools Evaluation
Copyright notice ©2016, Springer Science+Business Media Dordrecht
Persistent URL http://hdl.handle.net/10536/DRO/DU:30089795

Document type: Journal Article
Collection: School of Education
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