Can Road Maps Tell Us Whether We Are Off Course?

摘要

The focus article "Road Maps for Learning: A Guide to the Navigation of Learning Progressions" by Black, Wilson, and Yao (this issue) is a veritable tour-de-force, covering a great deal of education ground while spanning the heights from models of the interplay among curriculum, pedagogy, and assessment to interpretations of student responses to questions related to changes of state of matter. The article offers a compelling diagnosis of the difficulties evident in many classrooms and a strategy for alleviating them-if only we are willing to do the hard work of constructing both the requisite research foundations and the education systems that depend on them! The article is a rich one, with nearly every paragraph deserving of exegesis.