The Framework for K‐12 science education (The Framework) and Next Generation Science Standards (NGSS) emphasize the usefulness of learning progressions in helping align curriculum, instruction, and assessment to organize the learning process. The Framework defines three dimensions of science as the basis of theoretical learning progressions described in the document and used to develop NGSS. The three dimensions include disciplinary core ideas, scientific and engineering practices, and crosscutting concepts. The Framework defines three‐dimensional learning (3D learning) as integrating scientific and engineering practices, crosscutting concepts, and disciplinary core ideas to make sense of phenomena. Three‐dimensional learning leads to the development of a deep, useable understanding of big ideas that students can apply to explain phenomena and solve real‐life problems. While the Framework describes the theoretical basis of 3D learning, and NGSS outlines possible theoretical learning progressions for the three dimensions across grades, we currently have very limited empirical evidence to show that a learning progression for 3D learning can be developed and validated in practice. In this paper, we demonstrate the feasibility of developing a 3D learning progression (3D LP) supported by qualitative and quantitative validity evidence. We first present a hypothetical 3D LP aligned to a previously designed NGSS‐based curriculum. We further present multiple sources of validity evidence for the hypothetical 3D LP, including interview analysis and item response theory (IRT) analysis to show validity evidence for the 3D LP. Finally, we demonstrate the feasibility of using the assessment tool designed to probe levels of the 3D LP for assigning 3D LP levels to individual student answers, which is essential for the practical applicability of any LP. This work demonstrates the usefulness of validated 3D LP for organizing the learning process in the NGSS classroom, which is essential for the successful implementation of NGSS.

中文翻译：

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开发和验证与下一代科学标准相一致的学习进度，以跟踪高中物理科学中电子相互作用的三维学习

K-12科学教育框架（The Framework）和下一代科学标准（NGSS）强调了学习进度在帮助调整课程，教学和评估以组织学习过程方面的有用性。该框架定义了科学的三个方面，作为文档中描述的理论学习进展的基础，并用于开发NGSS。这三个维度包括学科核心思想，科学和工程实践以及跨领域概念。该框架将三维学习（3D学习）定义为将科学和工程实践，贯穿各领域的概念和学科核心思想相结合以使现象有意义。三维学习导致对大思想的深入，有用的理解，学生可以将其应用于解释现象和解决现实问题。虽然框架描述了3D学习的理论基础，而NGSS概述了跨年级三个维度的可能的理论学习进展，我们目前仅有非常有限的经验证据，表明可以在实践中开发和验证3D学习的学习进展。在本文中，我们证明了在定性和定量有效性证据的支持下开发3D学习进度（3D LP）的可行性。我们首先介绍一个与先前设计的基于NGSS的课程相一致的假设3D LP。我们进一步提供了假设3D LP有效性证据的多种来源，包括访谈分析和项目响应理论（IRT）分析以显示3D LP的有效性证据。最后，我们证明了使用旨在探查3D LP水平的评估工具为每个学生答案分配3D LP水平的可行性，这对于任何LP的实际适用性都是必不可少的。这项工作证明了经过验证的3D LP在NGSS教室中组织学习过程的有用性，这对于成功实施NGSS至关重要。