A systematic review of learning progressions for the concept of matter in science education

This study evaluated recent advances in learning progressions for the concept of matter (LPCM) and explored trends by reviewing the literature on the topic published between 2005 and 2021. A total of 21 studies were reviewed. Fifteen studies were devoted to developing LPCM of varying spans and grain sizes. There were six follow-up studies based on LPCM, which were divided into two categories: curriculum research and items design. This study explored the value of the existing research on constructing learning progressions, which focused on the challenges in using LP research to specify the content of the curriculum. It analyzed the terms used to represent the big ideas, the upper anchor, progress variables, the expression of intermediate level, the characteristics of stepping stones and grades/school levels. There were some differences among individual studies on constructing LPCM in the above aspects, which makes combining LPCM difficult. These studies have also reached some consensus: the multidimensional structure of the matter concept has been empirically confirmed. These studies on the development and validation of LPCM had the following characteristics: (a) the construction intention for LPCM focuses on the development of knowledge; (b) the choice of progress variables depends on experience; and (c) the developed LPCMs are mostly linear. These constructed LPCM have not been widely applied in practice. In order for research in this field to better contribute to the curriculum and instruction, we also proposed some suggestions for future research.