Developing Assessments For A Learning Progression on Carbon-Transforming Processes in Socio-Ecological Systems
Purchase on Springer.com
$29.95 / €24.95 / £19.95*
* Final gross prices may vary according to local VAT.
Learning progressions are descriptions of increasingly sophisticated ways of thinking about or understanding a topic (National Research Council [NRC], 2007). They provide promising frameworks for assessing students’ understanding and learning. In our work to develop a learning progression for carbon-transforming processes, we involved participants from a wide age range (fourth grade through 11th grade) and from two countries (the United States [US] and China). We involved participants from a wide age range in order to develop a learning progression spanning naïve reasoning to sophisticated scientific reasoning.
- American Association for the Advancement of Science. Benchmarks for science literacy. New York, NY: Oxford University Press; 1993.
- Anderson CW, Sheldon TH, DuBay J. The effects of instruction on college non-majors' conceptions of respiration and photosynthesis. Journal of Research in Science Teaching. 1990;27:761–776. CrossRef
- Chen J, Anderson CW, Jin X. April). Paper presented at the annual meeting of the National Association for Research in Science Teaching, Garden Grove, CA: American and Chinese secondary students' written accounts of carbon cycling in socio-ecological systems; 2009.
- Choi J, Lee Y, Draney KL. April). Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA: Empirical validation of a learning progression; 2009.
- Cobb P, Confrey J, diSessa A, Lehrer R, Schauble L. Design experiments in educational research. Educational Researcher. 2003;32(1):9–13. CrossRef
- Collins A, Joseph D, Bielaczyc K. Design research: Theoretical and methodological issues. Journal of the Learning Sciences. 2004;13:15–42. CrossRef
- Dai, J.-h. E. (2005). Conceptualizations and cognitive relativism on result in Mandarin Chinese: A case study of Mandarin Chinese ba construction using a cognitive and centering approach (Doctoral dissertation, Louisiana State University, Baton Rouge, LA). Retrieved from http://etd.lsu.edu/docs/available/etd-04152005-112438/unrestricted/Dai_dis.pdf
- Edelson DC. Design research: What we learn when we engage in design. Journal of the Learning Sciences. 2002;11:105–121. CrossRef
- Jin H, Anderson CW. April). Paper presented at the annual meeting of the National Association for Research in Science Teaching, Garden Grove, CA: Developing a long-term learning progression for energy in socio-ecological systems; 2008.
- Jin H, Zhan L, Anderson CW. April). A cross-cultural study: Comparing learning progressions for carbon-transforming processes of American and Chinese student. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Garden Grove, CA; 2009.
- Lai, H.-l., & Chiang, S.-m. (2003). Intrapsychological force-dynamic interaction: Verbs of refraining graining in Hakka. Taiwan Journal of Linguistics, 1(2), 35-64.
- Lee O, Eichinger D, Anderson CW, Berkheimer GD, Blakeslee TD. Changing middle school students' conceptions of matter and molecules. Journal of Research in Science Teaching. 1993;30:249–270. CrossRef
- Long Term Ecological Research Network. (2007). Integrative science for society and the environment: A plan for research, education, and cyberinfrastructure in the U.S. Retrieved from http://www.Lternet.edu/decadalplan/
- Mohan L, Chen J, Anderson CW. Developing a multi-year learning progression for carbon cycling in socio-ecological systems. Journal of Research in Science Teaching. 2009a;46:675–698. CrossRef
- Mohan L, Chen J, Baek H, Anderson CW, Choi J, Lee Y. April). Validation of a multi-year carbon cycle learning progression: A closer look at progress variables and processes. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Garden Grove, CA; 2009b.
- National Research Council. National science education standards. Washington, DC: National Academy Press; 1996.
- National Research Council. Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy Press; 2001.
- National Research Council. Taking science to school: Learning and teaching science in grades K-8. Washington, DC: The National Academies Press; 2007.
- Pinker S. The stuff of thought: Language as a window into human nature. New York, NY: Penguin Group; 2007.
- Talmy L. Toward a cognitive semantics. Cambridge, MA: MIT Press; 2000.
- Developing Assessments For A Learning Progression on Carbon-Transforming Processes in Socio-Ecological Systems
- Book Title
- Learning Progressions in Science
- Book Subtitle
- Current Challenges and Future Directions
- pp 151-181
- Print ISBN
- Online ISBN
- Copyright Holder
- Additional Links
- eBook Packages
To view the rest of this content please follow the download PDF link above.