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Schwarz, C.V., Reiser, B.J., Davis, E.A., Kenyon, L., Acher, A., Fortus, D., Shwartz, Y., Hug, B., and Krajcik, J. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46(6), 632-654.

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The committee consulted the references below to inform the development of the core ideas and their components and to develop the grade band endpoints. The research evidence was considered to determine which ideas students might be able to engage with at a given grade band given appropriate instructional support, as well as where they might have difficulty or hold preconceptions that conflict with scientific explanations. The committee also reviewed draft documents from the Massachusetts Department of Education compiled to support science standards that are informed by research on learning progressions.

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