Learning progressions (LPs) are descriptions of successively more sophisticated ways of thinking about an idea over an extended period of time. The growing interest of researchers in learning progressions is grounded in the potential it holds to align curriculum, instruction, and assessment. Previous review of research on LPs by Duschl et al. (Studies in Science Education, 47(2), 123–182, 2011) established criteria that depicts foundational knowledge and instructional pathways researchers can used to propose and empirically validate/refine LPs. Building on this, our review utilized these criteria to examine recent LPs research for: (1) evidence of foundational knowledge and conjectural pathways that can facilitate and advance learners’ reasoning and understanding of core ideas and (2) detailed or thoroughly mediated learning pathways. Articles were drawn from science education journals through five educational databases. Findings revealed competing attention for both evolutionary and validation LPs. However, there is a slow but growing convergence of thoughts on frameworks for establishing LPs. In the light of key criteria that define a complete LP, directions for validating or establishing LPs were suggested.

学习进度（LP）是对在较长时间内思考某个想法的更为复杂的方式的描述。研究人员对学习进展的兴趣与日俱增，这是因为它具有使课程，指导和评估保持一致的潜力。Duschl等人先前对LP的研究综述。（科学教育研究， 47（2），123–182，2011）建立了描述基础知识和教学途径的标准，研究人员可以使用这些基础知识和教学途径来提出和凭经验验证/完善LP。在此基础上，我们的审查利用这些标准来检查最近的LP研究：（1）基础知识和猜想途径的证据，可以促进和促进学习者对核心思想的推理和理解；（2）详细或完全介导的学习途径。文章是通过五个教育数据库从科学教育期刊中提取的。研究结果表明，进化论和验证论LP都引起了人们的关注。但是，关于建立有限合伙人的框架的思想却在缓慢而不断地趋同。根据定义完整LP的关键标准，建议了验证或建立LP的方向。