China: Theory and Practice in the Curriculum for Learning Progressions

Education research on learning progressions (LPs) has had a significant emergence in China. At present, researchers in science education have started to make use of the learning progressions research model for developing research tools and collecting data of progressions of student learning in K-12 grade levels. However, there have not been any empirical research studies on the LPs for secondary geography education in high schools. Aiming to solve or at least improve numerous challenges in the present geography education system, Chinese curriculum standards for secondary geography are being revised. The process of current curriculum reform shares some key points with LPs research. The method of learning progressions is a good approach to strengthen student learning within geography curriculum reform in China. However, it is also important to be aware of the challenges confronted in the process of conducting research on LPs for geography education in secondary schools.