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|Title:||Students’ Ideas about the NGSS Crosscutting Concept of System and System Models: Evidence From Parallel Assessments|
van Rijn, Peter
Rehmat, Abeera P.
Hmelo-Silver, Cindy E.
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Cisterna, D., Liu, L., Chen, S., van Rijn, P., Graf, A., Rehmat, A. P., Housh, K., & Hmelo-Silver, C. E. (2020). Students’ Ideas about the NGSS Crosscutting Concept of System and System Models: Evidence From Parallel Assessments. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 829-830). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||We explore the extent a parallel assessment design describes students’ performance about the NGSS’ Crosscutting Concept (CCC) of Systems and System Models, in three science topics. Drawing on learning progressions (LP) and evidence-centered design, the majority of student performances were at level 2 in the LP—which implies students were able to identify some system components and relationships but were unable to explain how they work together to make sense of the associated phenomena.|
|Appears in Collections:||ICLS 2020|
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