Learning progressions in science :: current challenges and future directions /
Learning progressions - descriptions of increasingly sophisticated ways of thinking about or understanding a topic (National Research Council, 2007) - represent a promising framework for developing organized curricula and meaningful assessments in science. In addition, well-grounded learning progres...
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam ; Boston :
SensePublishers,
©2012.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Learning progressions - descriptions of increasingly sophisticated ways of thinking about or understanding a topic (National Research Council, 2007) - represent a promising framework for developing organized curricula and meaningful assessments in science. In addition, well-grounded learning progressions may allow for coherence between cognitive models of how understanding develops in a given domain, classroom instruction, professional development, and classroom and large-scale assessments. Because of the promise that learning progressions hold for bringing organization and structure to often disconnected views of how to teach and assess science, they are rapidly gaining popularity in the science education community. However, there are signi?cant challenges faced by all engaged in this work. In June 2009, science education researchers and practitioners, as well as scientists, psychometricians, and assessment specialists convened to discuss these challenges as part of the Learning Progressions in Science (LeaPS) conference. The LeaPS conference provided a structured forum for considering design decisions entailed in four aspects of work on learning progressions: de?ning learning progressions; developing assessments to elicit student responses relative to learning progressions; modeling and interpreting student performance with respect to a learning progressions; and using learning progressions to in?uence standards, curricula, and teacher education. This book presents speci?c examples of learning progression work and syntheses of ideas from these examples and discussions at the LeaPS conference. |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9789460918247 9460918247 9460918220 9789460918223 9460918239 9789460918230 |
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| 245 | 0 | 0 | |a Learning progressions in science : |b current challenges and future directions / |c edited by Alicia C. Alonzo, Amelia Wenk Gotwals. |
| 260 | |a Rotterdam ; |a Boston : |b SensePublishers, |c ©2012. | ||
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| 380 | |a Bibliography | ||
| 505 | 0 | 0 | |g Part 1. |t Framing Section -- |t Introduction: Leaping Into Learning Progressions in Science / |r Amelia Wenk Gotwals and Alicia C. Alonzo -- |t Reflections on Learning Progressions / |r Richard J. Shavelson and Amy Kurpius -- |t The Importance, Cautions and Future of Learning Progression Research: Some Comments on Richard Shavelson's and Amy Kurpius's "Reflections on Learning Progressions" / |r Joseph S. Krajcik -- |g Part 2. |t Defining Learning Progressions -- |t Addressing Challenges in Developing Learning Progressions For Environmental Science Literacy / |r Kristin L. Gunckel, Lindsey Mohan, Beth A. Covitt and Charles W. Anderson -- |t Challenges in Defining and Validating an Astronomy Learning Progression / |r Julia D. Plummer -- |t MoDeLS: Challenges in Defining a Learning Progression for Scientific Modeling / |r Christina Schwarz, Brian J. Reiser, Andrés Acher, Lisa Kenyon and David Fortus -- |t Exploring Challenges to Defining Learning Progressions / |r Lindsey Mohan and Julia Plummer -- |g Part 3. |t Assessing Learning Progressions -- |t Developing Assessments For A Learning Progression on Carbon-Transforming Processes in Socio-Ecological Systems / |r Hui Jin and Charles W. Anderson -- |t Assessing Students' Progressing Abilities To Construct Scientific Explanations / |r Amelia Wenk Gotwals, Nancy Butler Songer and Lea Bullard -- |t Using Learning Progressions To Inform Large-Scale Assessment / |r Alicia C. Alonzo, Teresa Neidorf and Charles W. Anderson -- |t Eliciting Student Responses Relative To A Learning Progression: Assessment Challenges / |r Alicia C. Alonzo -- |g Part 4. |t Modeling Learning Progressions -- |t A Bayesian Network Approach To Modeling Learning Progressions / |r Patti West, Daisy Wise Rutstein, Robert J. Mislevy, Junhui Liu and Roy Levy, et al. -- |t The Psychometric Modeling of Ordered Multiple-Choice Item Responses For Diagnostic Assessment With A Learning Progression / |r Derek C. Briggs and Alicia C. Alonzo -- |t Responding To A Challenge That Learning Progressions Pose To Measurement Practice / |r Mark Wilson -- |t Making Progress in The Modeling of Learning Progressions: Summary of Exemplar Chapters / |r Derek C. Briggs -- |g Part 5. |t Using Learning Progressions -- |t Learning Progressions as Tools For Curriculum Development: Lessons from the Inquiry Project / |r Marianne Wiser, Carol L. Smith and Sue Doubler -- |t Learning Progressions To Support Ambitious Teaching Practices / |r Erin Marie Furtak, Jessica Thompson, Melissa Braaten and Mark Windschitl -- |t The Potential of Learning Progression Research To Inform the Design of State Science Standards / |r Jacob Foster and Marianne Wiser -- |t Learning Progressions For Multiple Purposes: Challenges in Using Learning Progressions / |r Amelia Wenk Gotwals -- |g Part 6. |t Concluding Section -- |t Leaping Forward: Next Steps for Learning Progressions in Science / |r Alicia C. Alonzo and Amelia Wenk Gotwals. |
| 504 | |a Includes bibliographical references. | ||
| 520 | |a Learning progressions - descriptions of increasingly sophisticated ways of thinking about or understanding a topic (National Research Council, 2007) - represent a promising framework for developing organized curricula and meaningful assessments in science. In addition, well-grounded learning progressions may allow for coherence between cognitive models of how understanding develops in a given domain, classroom instruction, professional development, and classroom and large-scale assessments. Because of the promise that learning progressions hold for bringing organization and structure to often disconnected views of how to teach and assess science, they are rapidly gaining popularity in the science education community. However, there are signi?cant challenges faced by all engaged in this work. In June 2009, science education researchers and practitioners, as well as scientists, psychometricians, and assessment specialists convened to discuss these challenges as part of the Learning Progressions in Science (LeaPS) conference. The LeaPS conference provided a structured forum for considering design decisions entailed in four aspects of work on learning progressions: de?ning learning progressions; developing assessments to elicit student responses relative to learning progressions; modeling and interpreting student performance with respect to a learning progressions; and using learning progressions to in?uence standards, curricula, and teacher education. This book presents speci?c examples of learning progression work and syntheses of ideas from these examples and discussions at the LeaPS conference. | ||
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| 700 | 1 | |a Gotwals, Amelia Wenk. | |
| 758 | |i has work: |a Learning progressions in science (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGtrbkR77rkpPr8QRmqqgq |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
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Datensatz im Suchindex
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| author2 | Alonzo, Alicia C. (Alicia Cristina) Gotwals, Amelia Wenk |
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| author_GND | http://id.loc.gov/authorities/names/no2012153152 |
| author_additional | Amelia Wenk Gotwals and Alicia C. Alonzo -- Richard J. Shavelson and Amy Kurpius -- Joseph S. Krajcik -- Kristin L. Gunckel, Lindsey Mohan, Beth A. Covitt and Charles W. Anderson -- Julia D. Plummer -- Christina Schwarz, Brian J. Reiser, Andrés Acher, Lisa Kenyon and David Fortus -- Lindsey Mohan and Julia Plummer -- Hui Jin and Charles W. Anderson -- Amelia Wenk Gotwals, Nancy Butler Songer and Lea Bullard -- Alicia C. Alonzo, Teresa Neidorf and Charles W. Anderson -- Alicia C. Alonzo -- Patti West, Daisy Wise Rutstein, Robert J. Mislevy, Junhui Liu and Roy Levy, et al. -- Derek C. Briggs and Alicia C. Alonzo -- Mark Wilson -- Derek C. Briggs -- Marianne Wiser, Carol L. Smith and Sue Doubler -- Erin Marie Furtak, Jessica Thompson, Melissa Braaten and Mark Windschitl -- Jacob Foster and Marianne Wiser -- Amelia Wenk Gotwals -- Alicia C. Alonzo and Amelia Wenk Gotwals. |
| author_facet | Alonzo, Alicia C. (Alicia Cristina) Gotwals, Amelia Wenk |
| author_sort | Alonzo, Alicia C. |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | Q - Science |
| callnumber-label | Q181 |
| callnumber-raw | Q181 .L43 2012 |
| callnumber-search | Q181 .L43 2012 |
| callnumber-sort | Q 3181 L43 42012 |
| callnumber-subject | Q - General Science |
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| contents | Framing Section -- Introduction: Leaping Into Learning Progressions in Science / Reflections on Learning Progressions / The Importance, Cautions and Future of Learning Progression Research: Some Comments on Richard Shavelson's and Amy Kurpius's "Reflections on Learning Progressions" / Defining Learning Progressions -- Addressing Challenges in Developing Learning Progressions For Environmental Science Literacy / Challenges in Defining and Validating an Astronomy Learning Progression / MoDeLS: Challenges in Defining a Learning Progression for Scientific Modeling / Exploring Challenges to Defining Learning Progressions / Assessing Learning Progressions -- Developing Assessments For A Learning Progression on Carbon-Transforming Processes in Socio-Ecological Systems / Assessing Students' Progressing Abilities To Construct Scientific Explanations / Using Learning Progressions To Inform Large-Scale Assessment / Eliciting Student Responses Relative To A Learning Progression: Assessment Challenges / Modeling Learning Progressions -- A Bayesian Network Approach To Modeling Learning Progressions / The Psychometric Modeling of Ordered Multiple-Choice Item Responses For Diagnostic Assessment With A Learning Progression / Responding To A Challenge That Learning Progressions Pose To Measurement Practice / Making Progress in The Modeling of Learning Progressions: Summary of Exemplar Chapters / Using Learning Progressions -- Learning Progressions as Tools For Curriculum Development: Lessons from the Inquiry Project / Learning Progressions To Support Ambitious Teaching Practices / The Potential of Learning Progression Research To Inform the Design of State Science Standards / Learning Progressions For Multiple Purposes: Challenges in Using Learning Progressions / Concluding Section -- Leaping Forward: Next Steps for Learning Progressions in Science / |
| ctrlnum | (OCoLC)805723553 |
| dewey-full | 507.1 |
| dewey-hundreds | 500 - Natural sciences and mathematics |
| dewey-ones | 507 - Education, research, related topics |
| dewey-raw | 507.1 |
| dewey-search | 507.1 |
| dewey-sort | 3507.1 |
| dewey-tens | 500 - Natural sciences and mathematics |
| discipline | Allgemeine Naturwissenschaft |
| format | Electronic eBook |
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Alonzo, Amelia Wenk Gotwals.</subfield></datafield><datafield tag="260" ind1=" " ind2=" "><subfield code="a">Rotterdam ;</subfield><subfield code="a">Boston :</subfield><subfield code="b">SensePublishers,</subfield><subfield code="c">©2012.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="347" ind1=" " ind2=" "><subfield code="a">text file</subfield><subfield code="2">rdaft</subfield></datafield><datafield tag="380" ind1=" " ind2=" "><subfield code="a">Bibliography</subfield></datafield><datafield tag="505" ind1="0" ind2="0"><subfield code="g">Part 1.</subfield><subfield code="t">Framing Section --</subfield><subfield code="t">Introduction: Leaping Into Learning Progressions in Science /</subfield><subfield code="r">Amelia Wenk Gotwals and Alicia C. Alonzo --</subfield><subfield code="t">Reflections on Learning Progressions /</subfield><subfield code="r">Richard J. Shavelson and Amy Kurpius --</subfield><subfield code="t">The Importance, Cautions and Future of Learning Progression Research: Some Comments on Richard Shavelson's and Amy Kurpius's "Reflections on Learning Progressions" /</subfield><subfield code="r">Joseph S. Krajcik --</subfield><subfield code="g">Part 2.</subfield><subfield code="t">Defining Learning Progressions --</subfield><subfield code="t">Addressing Challenges in Developing Learning Progressions For Environmental Science Literacy /</subfield><subfield code="r">Kristin L. Gunckel, Lindsey Mohan, Beth A. Covitt and Charles W. Anderson --</subfield><subfield code="t">Challenges in Defining and Validating an Astronomy Learning Progression /</subfield><subfield code="r">Julia D. Plummer --</subfield><subfield code="t">MoDeLS: Challenges in Defining a Learning Progression for Scientific Modeling /</subfield><subfield code="r">Christina Schwarz, Brian J. Reiser, Andrés Acher, Lisa Kenyon and David Fortus --</subfield><subfield code="t">Exploring Challenges to Defining Learning Progressions /</subfield><subfield code="r">Lindsey Mohan and Julia Plummer --</subfield><subfield code="g">Part 3.</subfield><subfield code="t">Assessing Learning Progressions --</subfield><subfield code="t">Developing Assessments For A Learning Progression on Carbon-Transforming Processes in Socio-Ecological Systems /</subfield><subfield code="r">Hui Jin and Charles W. 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Mislevy, Junhui Liu and Roy Levy, et al. --</subfield><subfield code="t">The Psychometric Modeling of Ordered Multiple-Choice Item Responses For Diagnostic Assessment With A Learning Progression /</subfield><subfield code="r">Derek C. Briggs and Alicia C. Alonzo --</subfield><subfield code="t">Responding To A Challenge That Learning Progressions Pose To Measurement Practice /</subfield><subfield code="r">Mark Wilson --</subfield><subfield code="t">Making Progress in The Modeling of Learning Progressions: Summary of Exemplar Chapters /</subfield><subfield code="r">Derek C. Briggs --</subfield><subfield code="g">Part 5.</subfield><subfield code="t">Using Learning Progressions --</subfield><subfield code="t">Learning Progressions as Tools For Curriculum Development: Lessons from the Inquiry Project /</subfield><subfield code="r">Marianne Wiser, Carol L. 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| id | ZDB-4-EBA-ocn805723553 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:24:53Z |
| institution | BVB |
| isbn | 9789460918247 9460918247 9460918220 9789460918223 9460918239 9789460918230 |
| language | English |
| oclc_num | 805723553 |
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| physical | 1 online resource |
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| publisher | SensePublishers, |
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| spelling | Learning progressions in science : current challenges and future directions / edited by Alicia C. Alonzo, Amelia Wenk Gotwals. Rotterdam ; Boston : SensePublishers, ©2012. 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier text file rdaft Bibliography Part 1. Framing Section -- Introduction: Leaping Into Learning Progressions in Science / Amelia Wenk Gotwals and Alicia C. Alonzo -- Reflections on Learning Progressions / Richard J. Shavelson and Amy Kurpius -- The Importance, Cautions and Future of Learning Progression Research: Some Comments on Richard Shavelson's and Amy Kurpius's "Reflections on Learning Progressions" / Joseph S. Krajcik -- Part 2. Defining Learning Progressions -- Addressing Challenges in Developing Learning Progressions For Environmental Science Literacy / Kristin L. Gunckel, Lindsey Mohan, Beth A. Covitt and Charles W. Anderson -- Challenges in Defining and Validating an Astronomy Learning Progression / Julia D. Plummer -- MoDeLS: Challenges in Defining a Learning Progression for Scientific Modeling / Christina Schwarz, Brian J. Reiser, Andrés Acher, Lisa Kenyon and David Fortus -- Exploring Challenges to Defining Learning Progressions / Lindsey Mohan and Julia Plummer -- Part 3. Assessing Learning Progressions -- Developing Assessments For A Learning Progression on Carbon-Transforming Processes in Socio-Ecological Systems / Hui Jin and Charles W. Anderson -- Assessing Students' Progressing Abilities To Construct Scientific Explanations / Amelia Wenk Gotwals, Nancy Butler Songer and Lea Bullard -- Using Learning Progressions To Inform Large-Scale Assessment / Alicia C. Alonzo, Teresa Neidorf and Charles W. Anderson -- Eliciting Student Responses Relative To A Learning Progression: Assessment Challenges / Alicia C. Alonzo -- Part 4. Modeling Learning Progressions -- A Bayesian Network Approach To Modeling Learning Progressions / Patti West, Daisy Wise Rutstein, Robert J. Mislevy, Junhui Liu and Roy Levy, et al. -- The Psychometric Modeling of Ordered Multiple-Choice Item Responses For Diagnostic Assessment With A Learning Progression / Derek C. Briggs and Alicia C. Alonzo -- Responding To A Challenge That Learning Progressions Pose To Measurement Practice / Mark Wilson -- Making Progress in The Modeling of Learning Progressions: Summary of Exemplar Chapters / Derek C. Briggs -- Part 5. Using Learning Progressions -- Learning Progressions as Tools For Curriculum Development: Lessons from the Inquiry Project / Marianne Wiser, Carol L. Smith and Sue Doubler -- Learning Progressions To Support Ambitious Teaching Practices / Erin Marie Furtak, Jessica Thompson, Melissa Braaten and Mark Windschitl -- The Potential of Learning Progression Research To Inform the Design of State Science Standards / Jacob Foster and Marianne Wiser -- Learning Progressions For Multiple Purposes: Challenges in Using Learning Progressions / Amelia Wenk Gotwals -- Part 6. Concluding Section -- Leaping Forward: Next Steps for Learning Progressions in Science / Alicia C. Alonzo and Amelia Wenk Gotwals. Includes bibliographical references. Learning progressions - descriptions of increasingly sophisticated ways of thinking about or understanding a topic (National Research Council, 2007) - represent a promising framework for developing organized curricula and meaningful assessments in science. In addition, well-grounded learning progressions may allow for coherence between cognitive models of how understanding develops in a given domain, classroom instruction, professional development, and classroom and large-scale assessments. Because of the promise that learning progressions hold for bringing organization and structure to often disconnected views of how to teach and assess science, they are rapidly gaining popularity in the science education community. However, there are signi?cant challenges faced by all engaged in this work. In June 2009, science education researchers and practitioners, as well as scientists, psychometricians, and assessment specialists convened to discuss these challenges as part of the Learning Progressions in Science (LeaPS) conference. The LeaPS conference provided a structured forum for considering design decisions entailed in four aspects of work on learning progressions: de?ning learning progressions; developing assessments to elicit student responses relative to learning progressions; modeling and interpreting student performance with respect to a learning progressions; and using learning progressions to in?uence standards, curricula, and teacher education. This book presents speci?c examples of learning progression work and syntheses of ideas from these examples and discussions at the LeaPS conference. English. Science Study and teaching. Learning curve (Psychometrics) http://id.loc.gov/authorities/subjects/sh2006007157 Sciences Étude et enseignement. Courbe d'apprentissage (Psychométrie) SCIENCE Study & Teaching. bisacsh Education. eclas Sciences sociales. eclas Sciences humaines. eclas Learning curve (Psychometrics) fast Science Study and teaching fast Education. Alonzo, Alicia C. (Alicia Cristina) https://id.oclc.org/worldcat/entity/E39PBJqfFQgPCHR698R8yTJdQq http://id.loc.gov/authorities/names/no2012153152 Gotwals, Amelia Wenk. has work: Learning progressions in science (Text) https://id.oclc.org/worldcat/entity/E39PCGtrbkR77rkpPr8QRmqqgq https://id.oclc.org/worldcat/ontology/hasWork FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=478114 Volltext |
| spellingShingle | Learning progressions in science : current challenges and future directions / Framing Section -- Introduction: Leaping Into Learning Progressions in Science / Reflections on Learning Progressions / The Importance, Cautions and Future of Learning Progression Research: Some Comments on Richard Shavelson's and Amy Kurpius's "Reflections on Learning Progressions" / Defining Learning Progressions -- Addressing Challenges in Developing Learning Progressions For Environmental Science Literacy / Challenges in Defining and Validating an Astronomy Learning Progression / MoDeLS: Challenges in Defining a Learning Progression for Scientific Modeling / Exploring Challenges to Defining Learning Progressions / Assessing Learning Progressions -- Developing Assessments For A Learning Progression on Carbon-Transforming Processes in Socio-Ecological Systems / Assessing Students' Progressing Abilities To Construct Scientific Explanations / Using Learning Progressions To Inform Large-Scale Assessment / Eliciting Student Responses Relative To A Learning Progression: Assessment Challenges / Modeling Learning Progressions -- A Bayesian Network Approach To Modeling Learning Progressions / The Psychometric Modeling of Ordered Multiple-Choice Item Responses For Diagnostic Assessment With A Learning Progression / Responding To A Challenge That Learning Progressions Pose To Measurement Practice / Making Progress in The Modeling of Learning Progressions: Summary of Exemplar Chapters / Using Learning Progressions -- Learning Progressions as Tools For Curriculum Development: Lessons from the Inquiry Project / Learning Progressions To Support Ambitious Teaching Practices / The Potential of Learning Progression Research To Inform the Design of State Science Standards / Learning Progressions For Multiple Purposes: Challenges in Using Learning Progressions / Concluding Section -- Leaping Forward: Next Steps for Learning Progressions in Science / Science Study and teaching. Learning curve (Psychometrics) http://id.loc.gov/authorities/subjects/sh2006007157 Sciences Étude et enseignement. Courbe d'apprentissage (Psychométrie) SCIENCE Study & Teaching. bisacsh Education. eclas Sciences sociales. eclas Sciences humaines. eclas Learning curve (Psychometrics) fast Science Study and teaching fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh2006007157 |
| title | Learning progressions in science : current challenges and future directions / |
| title_alt | Framing Section -- Introduction: Leaping Into Learning Progressions in Science / Reflections on Learning Progressions / The Importance, Cautions and Future of Learning Progression Research: Some Comments on Richard Shavelson's and Amy Kurpius's "Reflections on Learning Progressions" / Defining Learning Progressions -- Addressing Challenges in Developing Learning Progressions For Environmental Science Literacy / Challenges in Defining and Validating an Astronomy Learning Progression / MoDeLS: Challenges in Defining a Learning Progression for Scientific Modeling / Exploring Challenges to Defining Learning Progressions / Assessing Learning Progressions -- Developing Assessments For A Learning Progression on Carbon-Transforming Processes in Socio-Ecological Systems / Assessing Students' Progressing Abilities To Construct Scientific Explanations / Using Learning Progressions To Inform Large-Scale Assessment / Eliciting Student Responses Relative To A Learning Progression: Assessment Challenges / Modeling Learning Progressions -- A Bayesian Network Approach To Modeling Learning Progressions / The Psychometric Modeling of Ordered Multiple-Choice Item Responses For Diagnostic Assessment With A Learning Progression / Responding To A Challenge That Learning Progressions Pose To Measurement Practice / Making Progress in The Modeling of Learning Progressions: Summary of Exemplar Chapters / Using Learning Progressions -- Learning Progressions as Tools For Curriculum Development: Lessons from the Inquiry Project / Learning Progressions To Support Ambitious Teaching Practices / The Potential of Learning Progression Research To Inform the Design of State Science Standards / Learning Progressions For Multiple Purposes: Challenges in Using Learning Progressions / Concluding Section -- Leaping Forward: Next Steps for Learning Progressions in Science / |
| title_auth | Learning progressions in science : current challenges and future directions / |
| title_exact_search | Learning progressions in science : current challenges and future directions / |
| title_full | Learning progressions in science : current challenges and future directions / edited by Alicia C. Alonzo, Amelia Wenk Gotwals. |
| title_fullStr | Learning progressions in science : current challenges and future directions / edited by Alicia C. Alonzo, Amelia Wenk Gotwals. |
| title_full_unstemmed | Learning progressions in science : current challenges and future directions / edited by Alicia C. Alonzo, Amelia Wenk Gotwals. |
| title_short | Learning progressions in science : |
| title_sort | learning progressions in science current challenges and future directions |
| title_sub | current challenges and future directions / |
| topic | Science Study and teaching. Learning curve (Psychometrics) http://id.loc.gov/authorities/subjects/sh2006007157 Sciences Étude et enseignement. Courbe d'apprentissage (Psychométrie) SCIENCE Study & Teaching. bisacsh Education. eclas Sciences sociales. eclas Sciences humaines. eclas Learning curve (Psychometrics) fast Science Study and teaching fast |
| topic_facet | Science Study and teaching. Learning curve (Psychometrics) Sciences Étude et enseignement. Courbe d'apprentissage (Psychométrie) SCIENCE Study & Teaching. Education. Sciences sociales. Sciences humaines. Science Study and teaching |
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