Learning progressions are a well established model in science education research to represent the learning process. It lies at the heart of the learning progressions the idea that students develop their knowledge of a subject from naive conceptions and, through a series of intermediate stages of increasingly sophisticated understanding, come to master a scientifically correct body of knowledge. Starting from a learning progression, it is possible to develop entire curricula and large-scale evaluation tools based on empirical data. We will present a review of the literature on learning progressions and discuss possible implications for research in physics education and teaching practice.
