Review and Prospects of Chemistry Learning Progression Research in China—Based on the Perspective of Chemical Cognition Model and Subject Competency Framework
Since the 21st century,"Learning Progressions"has been a significant focus of attention for both domestic and international educational researchers and practitioners.This paper reviews and summarizes the representative theoretical frameworks of learning progressions in chemistry research over the past 20 years,specifically focusing on the Chemical Cognitive Model and Subject Competency Framework.On this basis,it uses the research conducted by the chemistry education research team at Beijing Normal University as an example to present the theoretical framework and learning progression research results through core disciplinary concepts,interdisciplinary concepts,scientific practices,and core subject competencies.The paper also discusses key issues in learning progression research and highlights future research priorities.
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