Eurasia Journal of Mathematics, Science and Technology Education

• Alonzo, A. C. (2011). Learning progressions that support formative assessment practices. Measurement: Interdisciplinary Research & Perspective, 9(2-3), 124-129. https://doi.org/10.1080/15366367.2011.599629
• Alonzo, A. C. (2018). An argument for formative assessment with science learning progression. Applied Measurement in Education, 31, 104-112. https://doi.org/10.1080/08957347.2017.1408630
• Alonzo, A. C., & Gotwals, A. W. (2012). Leaping into learning progression in science. In A. C. Alonzo, & A. W. Gotwals (Eds.), Learning progressions in science: Current challenges and future directions. Sense Publishers. https://doi.org/10.1007/978-94-6091-824-7
• Alonzo, A. C., & Steedle, J. T. (2008). Developing and assessing a force and motion learning progression. Science Education, 93, 389-421. https://doi.org/10.1002/sce.20303
• Alonzo, A. C., & von Aufschnaiter, C. (2018). Moving beyond misconceptions: Learning progressions as a lens for seeing progress in student thinking. The Physics Teacher–American Association of Physics Teachers, 56, 470-473. https://doi.org/10.1119/1.5055332
• Amaro, A., & Ferreira, P. (2014). Fisiquipédia 8–Físico-química 8. º ano–3. º Ciclo do ensino básico [Physiquipedia 8–Physical chemistry 8^th grade]. Raiz.
• Bardin, L. (1977). Análise do conteúdo [Content analysis]. Edições.
• Bôas, N. V., Doca, R. H., & Biscuola, G. J. (2016). Física 2: Termologia, ondulatória e optica [Physics 2: Thermology, waves and optics]. Saraiva.
• Caldeira, H., Quadros, J., & Machado, C. (2017). Há física entre nós [There is physics among us]. Porto Editora.
• Covitt, B. A., Gunckel, K. L., Caplan, B., & Syswerda, S. (2018). Teachers’ use of learning progression-based formative assessment in water instruction. Applied Measurement in Education, 31(2), 128-142. https://doi.org/10.1080/08957347.2017.1408627
• DGE. (2013). Metas curriculares do 3. º Ciclo– Ciências físico-químicas [Curricular guidelines of the 3^rd cycle–physical-chemical sciences]. Ministério da Educação–Diretoria-Geral da Educação–Portugal.
• DGE. (2014). Programa de física e química A–10. º e 11. º anos [Physics and chemistry syllabus–10^th and 11^th grades]. Ministério da Educação–Diretoria-Geral da Educação–Portugal.
• DGE. (2019). Organização curricular e programas do 1. º Ciclo do ensino básico–Estudo do meio [Curricular organization and programs for the 1^st cycle of basic education–Environmental studies]. Ministério da Educação–Diretoria-Geral da Educação–Portugal.
• Duncan, R. G., & Hmelo-Silver, C. (2009). LPs: Aligning curriculum, instruction, and assessment. Journal of Research in Science Teaching, 46, 606-609. https://doi.org/10.1002/tea.20316
• Duschl, R. A., Schweingruber, H. A., & Shouse, A. (2007). Taking science to school: Learning and teaching science in grades K-8. National Academy Press.
• Duschl, R., Maeng, S., & Sezen, A. (2011). Learning progressions and teaching sequences: A review and analysis. Studies in Science Education, 47(2), 123-182. https://doi.org/10.1080/03057267.2011.604476
• Eshach, H., Lin, T., & Tsai, C. (2018). Misconception of sound and conceptual change: A cross-sectional study on students’ materialistic thinking of sound. Journal of in Science Teaching, 55, 664-684. https://doi.org/10.1002/tea.21435
• Fazio, C., Guastella, I., Sperandeo‐Mineo, R. M., & Tarantino, G. (2008). Modelling mechanical wave propagation: Guidelines and experimentation of a teaching-learning sequence. International Journal of Science Education, 30(11), 1491-1530. https://doi.org/10.1080/09500690802234017
• Hernandez, M. I., Couso, D., & Pinto, R. (2012). The analysis of students’ conceptions as a support for designing a teaching/learning sequence on the acoustic properties of materials. Journal of Science Education and Technology, 21(6), 702-712. https://doi.org/10.1007/s10956-011-9358-4
• Hernández, M. I., Couso, D., & Pintó, R. (2015). Analyzing students’ learning progressions throughout a teaching sequence on acoustic properties of materials with a model-based inquiry approach. Journal of Science Education and Technology, 24, 356-377. https://doi.org/10.1007/s10956-014-9503-y
• Hrepic, Z., Rebello, N. S., & Zolman, D. A. (2010). Identifying student´s mental models of sound propagation: The role of conceptual blending in understanding conceptual change. Physics Education Research, 6(2), 1-18. https://doi.org/10.1103/PhysRevSTPER.6.020114
• Jin, H., & Anderson, C. W. (2012). A learning progression for energy in socio‐ecological systems. Journal of Research in Science Teaching, 49, 1149-1180. https://doi.org/10.1002/tea.21051
• Jin, H., van Rijn, P., Moore, J. C., Bauer, M. I., Pressler, Y., & Yestness, N. (2019). A validation framework for science learning progression research. International Journal of Science Education, 41(10), 1324-1346. https://doi.org/10.1080/09500693.2019.1606471
• Jin, H., Zhan, L., & Anderson, C. W. (2013). Developing a fine-grained learning progression framework for carbon-transforming processes. International Journal of Science Education, 35(10), 1663-1697. https://doi.org/10.1080/09500693.2013.782453
• Krajcik, J. S. (2012). The importance, cautions and future of learning progressions research. In A. C. Alonzo, & A. W. Gotwals (Eds.), Learning progressions in science: Current challenges and future directions. Sense Publishers. https://doi.org/10.1007/978-94-6091-824-7_3
• Lopes, S., & Machado, A. (1996). A matéria e a vida–Ciências 8. º–Manual do professor [Matter and life–Science 8–Teacher’s guide]. Atual.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. SAGE.
• NRC. (2001). Knowing what students know: The science and design of educational assessment. National Academy Press.
• Osborne, J., Henderson, B., MacPherson, A., Szu, E., Wild, A., & Yao, S.-Y. (2016). The development and validation of a learning progression for argumentation. Journal of Research in Science Teaching, 53, 821-846. https://doi.org/10.1002/tea.21316
• Plummer, J. D., Palma, C., Flarend, A., Rubin, K., Ong, Y. S., Botzer, B., McDonald, S., & Fruman, T. (2015). Development of a learning progression for the formation of the solar system. International Journal of Science Education, 37(9), 1381-1401. https://doi.org/10.1080/09500693.2015.1036386
• Plummer, J. D., Palma, C., Rubin, K., Flarend, A., Ong, Y. S., Ghent, C., Gleason, T., McDonald, S., Botzer, B., & Furman, T. (2020). Evaluating a learning progression for the solar system: Progress along gravity and dynamical properties dimensions. Science Education, 104(3), 530-554. https://doi.org/10.1002/sce.21567
• Rogat, A., Anderson, C. A., Foster, J., Goldberg, F., Hicks, J., Kanter, D., Kraicik, J., Lehrer, R., Reiser, B. J., & Wiser, M. (2011). Developing learning progressions in support of the new science standards: A RAPID workshop series. Consortium for Policy Research in Education. https://doi.org/10.1037/e546462012-001
• Smith, C. L., Wiser, M., Anderson, C. W., & Krajcik, J. (2006). Implications of research on children’s learning for standards and assessment: A proposed learning progression for matter and the atomic‐molecular theory. Interdisciplinary Research and Perspectives, 4, 1-98. https://doi.org/10.1080/15366367.2006.9678570
• Sozen, M., & Bolat, M. (2011). Determining the misconceptions of primary school students related to sound transmission through drawing. Procedia Social and Behavioral Sciences, 15, 1060-1066. https://doi.org/10.1016/j.sbspro.2011.03.239
• Steedle, J. T., & Shavelson, R. J. (2009). Supporting valid interpretations of learning progressions level diagnoses. Journal of Research in Science Teaching, 46(6), 699-715. https://doi.org/10.1002/tea.20308
• Treagust, D. F., & Duit, R. (2008). Conceptual change: A discussion of theoretical, methodological and practical challenges for science education. Cultural Studies of Science Education, 3, 297-328. https://doi.org/10.1007/s11422-008-9090-4
• Volfson, A., Eshach, H., & Ben-Abu, Y. (2018). Development of a diagnostic tool aimed at pinpointing undergraduate students’ knowledge about sound and its implementation in simple acoustic apparatuses’ analysis. Physical Review Physics Education Research, 14, 020127. https://doi.org/10.1103/PhysRevPhysEducRes.14.020127
• Wilson, M. (2009). Measuring progressions: Assessment structures underlying a learning progression. Journal of Research in Science Teaching, 46(6), 716-730. https://doi.org/10.1002/tea.20318

APA

Costa, J. P., Baptista, M., Conceição, T., & Maurício, P. (2023). Construct map development for the propagation of sound in the air. Eurasia Journal of Mathematics, Science and Technology Education, 19(9), em2327. https://doi.org/10.29333/ejmste/13510

Vancouver

Costa JP, Baptista M, Conceição T, Maurício P. Construct map development for the propagation of sound in the air. EURASIA J Math Sci Tech Ed. 2023;19(9):em2327. https://doi.org/10.29333/ejmste/13510

AMA

Costa JP, Baptista M, Conceição T, Maurício P. Construct map development for the propagation of sound in the air. EURASIA J Math Sci Tech Ed. 2023;19(9), em2327. https://doi.org/10.29333/ejmste/13510

Chicago

Costa, João Paulo, Mónica Baptista, Teresa Conceição, and Paulo Maurício. "Construct map development for the propagation of sound in the air". Eurasia Journal of Mathematics, Science and Technology Education 2023 19 no. 9 (2023): em2327. https://doi.org/10.29333/ejmste/13510

Harvard

Costa, J. P., Baptista, M., Conceição, T., and Maurício, P. (2023). Construct map development for the propagation of sound in the air. Eurasia Journal of Mathematics, Science and Technology Education, 19(9), em2327. https://doi.org/10.29333/ejmste/13510

MLA

Costa, João Paulo et al. "Construct map development for the propagation of sound in the air". Eurasia Journal of Mathematics, Science and Technology Education, vol. 19, no. 9, 2023, em2327. https://doi.org/10.29333/ejmste/13510