The effect of age on wages as individuals transition to different wage categories based on hypothetical age progression was accounted for, as was labour force participation and employment progression.
Then we design a hypothetical learning progression of scientific explanation, based on the Phenomena-Theory-Data-Reasoning framework.
The hypothetical learning progression of scientific explanation based on the PTDR Framework can be used in assessment developing, instructional design and learning scaffolding.
In assessment, resolving students' performance on explanation tasks with the PTDR framework and the hypothetical learning progression can provide detail knowledge about students' developmental outcome in scientific explanation (e.g., Gotwals and Songer 2013; Yao, Guo and Yang 2016).
Transferring from above purpose of this study, the review research question of this study is that what and how research about scientific explanation can help conceptualize scientific explanation in K-12 science education and develop a hypothetical learning progression of scientific explanation.
The paper presents the content of the multi-dimensional, hypothetical learning progression that was developed to describe potential routes to understanding of several "big ideas" of NSE and describes the empirical learning progressions that emerged from the analysis of student interviews.
[Abstract available: http://onlinelibrary.wiley.com/doi/10.1002/tea.20324/abstract] This article describes the authors' efforts to develop a hypothetical learning progression for the growth of grade 7 14 students' understandings of the properties, structure, and behavior of matter related to nanoscale science and engineering (NSE), as shaped by classroom instruction.
The results of such an analysis can be interpreted as predicting the treatment-related QoL benefit that would be expected for a hypothetical patient exhibiting disease progression or for a hypothetical patient not exhibiting disease progression.
However, a hypothetical patient exhibiting disease progression (in this study, approximately 28% of the QoL population experienced disease progression) could expect no benefit in these measures as based upon the multiple linear regression results (Table 6).
Developing a hypothetical multi-dimensional learning progression for the nature of matter.
