Learning Progression for Japanese Elementary Students' Reasoning about Ecosystems

dc.creator	Suzuki, Kazumasa
dc.creator	Yamaguchi, Etsuji
dc.creator	Hokayem, Hayat
dc.date.accessioned	2017-07-03T16:19:33Z
dc.date.available	2017-07-03T16:19:33Z
dc.date.issued	2015-01-08
dc.identifier.uri	https://doi.org/10.1016/j.sbspro.2014.12.646
dc.identifier.uri	https://repository.tcu.edu/handle/116099117/19953
dc.identifier.uri	https://www.sciencedirect.com/science/article/pii/S1877042814067937
dc.description.abstract	The purpose of this study is to elucidate how the Japanese students' reasoning about ecosystems of first through sixth grade students differs across grades using learning progressions (LPs) approach. This study was conducted through oral interviews. Structured interviews were conducted with 12 students from first through sixth grade. The results of this study suggested that the first through sixth grade students' reasoning of differs by their grade level, specifically, that their reasoning about ecosystems improves as they move to upper grades.
dc.language.iso	en	en_US
dc.publisher	Elsevier
dc.rights.uri	https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.source	Procedia - Social and Behavioral Sciences
dc.subject	learning progression
dc.subject	reasoning
dc.subject	ecosystems
dc.subject	elementary school
dc.subject	Japanese students
dc.title	Learning Progression for Japanese Elementary Students' Reasoning about Ecosystems
dc.type	Article
dc.rights.holder	2015 Suzuki et al
dc.rights.license	CC BY-NC-ND 4.0
local.college	College of Education
local.department	Education
local.persons	Hoyakem (EDUC)

Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc-nd/4.0/

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