Virtual reality (VR) technologies have the potential to transform astronomy education practices profoundly: new forms of visual representations, perceptual engagement and embodied participation promise authentic learning experiences in formal and informal learning spaces. While a growing body of research studies the educational needs and…

Learning progressions have been demarcated by some for science education, or only concerned with levels of sophistication in student thinking as determined by logical analyses of the discipline. We take the stance that learning progressions can be leveraged in mathematics education as a form of curriculum research that advances a linked…

Cultural-historical activity theory (CHAT) approaches to intervention aim for transformative agency, that is, collective actions that expand and bring about new possibilities for activity. In this article, we draw on CHAT as a resource for organizing design research that promotes teachers' agency in designing new science curriculum materials. We…

The purpose of this report is to describe the work that has been done so far on learning progressions in science, examine the challenges to developing usable learning progressions, determine if further investments are warranted, and if so, what investments are needed to realize their promised benefits. The report examines the quality and utility…