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How and when does complex reasoning occur? Empirically driven development of a learning progression focused on complex reasoning about biodiversity

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References

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2008Children's Defense Fund178 cited

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Cited by

2012A learning progression for water in socio‐ecological systems218 cited
2017Teaching and Learning About Complex Systems in K–12 Science Education: A Review of Empirical Studies 1995–2015175 cited
2009Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective173 cited
2012Understanding the codevelopment of modeling practice and ecological knowledge152 cited
2010Building a learning progression for celestial motion: Elementary levels from an earth-based perspective146 cited
2009Reasoning up and down a food chain: Using an assessment framework to investigate students' middle knowledge145 cited
2012A learning progression for energy in socio‐ecological systems143 cited
2014Planning and carrying out investigations: an entry to learning and to teacher professional development around NGSS science and engineering practices134 cited
2015Impact of project‐based curriculum materials on student learning in science: Results of a randomized controlled trial131 cited
2011Road Maps for Learning: A Guide to the Navigation of Learning Progressions130 cited
2012The Rasch Rating Model and the Disordered Threshold Controversy127 cited
2012Large‐scale science education intervention research we can use116 cited
2014Building a learning progression for celestial motion: An exploration of students' reasoning about the seasons108 cited
2012Guiding explanation construction by children at the entry points of learning progressions102 cited
2012Learning progressions in science : current challenges and future directions99 cited
2014Exploring the influence of learning progressions in two teacher communities99 cited