TABLE 2.
Selection of published learning progressions (LPs) about “big ideas” likely to be addressed in undergraduate biology classes, with a focus on learning progressions that covered grade bands at the secondary level or higher and links to the core concepts and/or competencies identified in Vision and Change that each learning progression addressed
| Authors | Topic | Grade band | Related concepts from Vision and Change | Notes |
| Breslyn et al., 2016 | Sea-level rise and climate change | 7–16 | Systems | “Conditional” LP still being validated and revised |
| Cabello-Garrido et al., 2018 | Human nutrition | ∼5–12 | Pathways and transformations of energy and matter | Needs empirical validation; grade band our interpretation of the target student level |
| Duncan et al., 2009 | Modern genetics | 5–10 | Structure and function; information flow, exchange, and storage | Validated for undergraduate students (Todd and Romine, 2016) |
| Furtak et al., 2012 | Natural selection | 9–10 | Evolution | Discusses how LPs can support teaching practices (see also Furtak et al., 2018) |
| Gunckel et al., 2012a | Water in socio-ecological systems | 5–12 | Systems | See Covitt et al. (2018) for connecting LP with teaching practices |
| Jin and Anderson, 2012a | Energy in socio-ecological systems | 4–11 | Pathways and transformations of energy and matter; systems | Focused on energy-related concepts in carbon-transforming processes |
| Jin et al., 2019c | Trophic dynamics in ecosystems | 6–12 | Systems | Explores systems thinking concepts like feedback loops and energy pyramids |
| Mohan et al., 2009 | Carbon-cycling processes (cellular respiration, photosynthesis) | 6–12 | Pathways and transformations of energy and matter; systems | Validated for undergraduate students (Hartley et al., 2011) |
| Sevian and Talanquer, 2014 | Chemical thinking | 8–16+ | Structure and function; pathways and transformations of energy and matter | Focused on chemistry ideas |
| Songer et al., 2009 | Biodiversity | 4–6 | Systems; ability to apply the process of science | Concurrently developed a learning progression on inquiry practices |
| Stevens et al., 2010 | Nature of matter | 7–14 | Pathways and transformations of energy and matter | Focused on atomic structure |
| Wolfson et al., 2014 | Energy transformations from chemistry to biochemistry | 13–16 | Pathways and transformations of energy and matter | Preliminary learning progression |