The Framework for K-12 science education (The Framework) and Next Generation Science Standards (NGSS) emphasize the usefulness of learning progressions (LPs) in aligning curriculum, instruction and assessment. The three dimensions of science form the basis of theoretical LPs described in the document and used to develop NGSS. The three dimensions are disciplinary core ideas (DCIs), scientific and engineering practices (SEPs) and crosscutting concepts (CCCs). The Framework defines three- dimensional learning (3D learning) as a way to engage in SEPs in order to deepen understanding of CCCs and DCIs. Engaging in 3D learning leads to developing deep, useable understanding of science. While the Framework describes theoretical basis of 3D learning, and NGSS outlines possible theoretical LPs for the three dimensions across grades, we currently have very limited empirical evidence to show that LPs for 3D learning (3D LPs) can be developed and validated in practice. In this dissertation, the feasibility of developing and validating a large grain 3D LP and a finer-grain 3D construct map is demonstrated in the context of NGSS-aligned curriculum for 9th grade Physical Science. The 3D LP focuses on the construct of electrical interactions, and the 3D construct map focuses of the construct of chemical bonding. Conceptually, the 3D construct map for chemical bonding is an integral part of 3D LP of electrical interactions, but more narrowly scoped. The feasibility of using the assessment tools designed to probe levels of the 3D LP and 3D construct map for assigning levels to individual answers and for characterizing student learning are reported. These properties of a validated LP are essential for organizing the learning process in NGSS classroom and for successful implementation of NGSS.
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