This article describes some of the underlying conceptualizations that have gone into the work of the BEAR Center in the development of learning progressions. The core of all of these developments has been the construct map, which is the first building block in the BEAR Assessment System (BAS). After introducing the concept of a learning…

Examines the feasibility of using a time-series design intensively in a school situation. Investigates student attitudes toward a biology class using the operant single-subject design. Despite the developmental nature of this study, it demonstrates that the five-item semantic differential is a valid and easily used instrument. (Author/MA)

We examine the equivalence of two construct-a-concept-map techniques: construct-a-map with created linking phrases (C), and construct-a-map with selected linking phrases (S). The former places few constraints on the respondent and has been considered the gold standard; the latter is cost and time efficient. Both their products and processes are…

Identifies and quantifies the chemistry conceptions used by students when solving chemical equilibrium problems requiring application of LeChatelier's Principle, and explores the feasibility of designing a paper and pencil test to accomplish these purposes. Eleven prevalent incorrect student conceptions about chemical equilibrium were identified…

Explains the results and findings of the Cognitive Analysis Project (CAP) which was used to evaluate the intellectual development of children from grades 10, 11, and 12 by analyzing the use subjects made of written language in solving problems and explaining phenomena. (HM)