A STUDY OF LEARNING PROGRESSION SCIENCE OF CLASS VII STUDENTS OF JHARSUGUDA DISTRICT, ODlSHA

Abstract

Educational policymakers around the world are recognizing that students need a broad range of skills such as communication, collaboration, and problem solving in order to thrive in the future. However, what this means in practice is not clear. Revising curricula to include these skills does not address lack of understanding of the nature of the skills or how to teach the skills. A first step is to understand how these transferable skills develop. The concept of learning progressions addresses this step. Learning progressions describe how the skills might be demonstrated, both in their early forms and in increasingly advanced forms. It is critical for teachers to be able to identify the behaviours that relate to these skills if they are to intervene at the appropriate levels of challenge. This means that teachers need to have access to descriptions of how skills progress over time so that they can design classroom tasks that are within the zone of proximal development for their students. In this way, teachers can scaffold the learning of their students.