Abstract
In a world where human actions increasingly affect the natural systems on which all life depends, we need educated citizens who can participate in personal and public decisions about environmental issues. The effects of global warming have widereaching ramifications. No longer can policy decisions be made by a select few. For example, decisions about how to distribute water so that urban, agricultural, and natural ecosystems have adequate water supplies or about whether to tax carbon emissions require that citizens understand scientific arguments about the effects of their actions.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Anderson, C. W. (2003). Teaching science for motivation and understanding. Retrieved from Michigan State University website: https://www.msu.edu/~andya/TEScience/Assets/Files/TSMU.pdf
Anderson CW (2009) April). Learning progressions for principled accounts of processes in socio- ecological systems, Paper presented at the annual meeting of the National Association for Research in Science Teaching, Garden Grove, CA
Arvai J, Campbell VEA, Baird A, Rivers L (2004) Teaching students to make better decisions about the environment: Lessons from the decision sciences. The Journal of Environmental Education 36:33–44
Barab S, Squire K (2004) Design-based research: Putting a stake in the ground. Journal of the Learning Sciences 13:1–14
Briggs DC, Alonzo AC, Schwab C, Wilson M (2006) Diagnostic assessment with ordered multiple-choice items. Educational Assessment 11:33–63
Chen J, Anderson CW, Jin X (2009) April). American and Chinese secondary students' written accounts of carbon cycling in socio-ecological systems, Paper presented at the annual meeting of the National Association for Research in Science Teaching, Garden Grove, CA
Cobb P, Confrey J, diSessa AA, Lehrer R, Schauble L (2003) Design experiments in educational research. Educational Researcher 32(1):9–13
Cobb P, Hodge LL (2002) A relational perspective on issues of cultural diversity and equity as they play out in the mathematics classroom. Mathematical Thinking and Learning 4:249–284
Cobb P, Hodge LL (2003) Culture, identity and equity in the mathematics classroom. In: Nasir NS, Cobb P (eds) Improving access to mathematics: Diversity and equity in the classroom. Teachers College Press, New York, NY
Covitt BA, Gunckel KL, Anderson CW (2009a) Students' developing understanding of water in environmental systems. Journal of Environmental Education 40(3):37–51
Covitt BA, Tan E, Tsurusaki BK, Anderson CW (2009b) April). Students' use of scientific knowledge and practices when making decisions in citizens' roles, Paper presented at the annual meeting of the National Association for Research in Science Teaching, Garden Grove, CA
Design-Based Research Collective (2003) Design-based research: An emerging paradigm for educational inquiry. Educational Researcher 32(1):5–8
Draney K, Wilson M, Choi J, Lee Y (2007) July). Developing progress variables and learning progressions for the carbon cycle, Paper presented at the Center for Curriculum Materials in Science Knowledge Sharing Institute, Washington, D.C
Driver R, Asoko H, Leach J, Mortimer E, Scott P (1994) Constructing scientific knowledge in the classroom. Educational Researcher 23(7):5–12
Fleming R (1986) Adolescent reasoning in socio-scientific issues. Part I: Social cognition Journal of Research in Science Teaching 23:667–687
Gee J (1991) What is literacy? In: Mitchell C, Weiler K (eds) Rewriting literacy: Culture and the discourse of the other. Bergin & Gavin, Westport, CT, pp 3–11
Gore A (2006) An inconvenient truth: The planetary emergency of global warming and what we can do about it. Rodale Press, New York, NY
Gunckel KL, Covitt BA, Dionise T, Dudek R, Anderson CW (2009) April). Developing and validating a learning progression for students' understanding of water in environmental systems, Paper presented at the annual meeting of the National Association for Research in Science Teaching, Garden Grove, CA
Heath SB (1983) Ways with words: Language, life, and work in communities and classrooms. Cambridge University Press, Cambridge, UK
Intergovernmental Panel on Climate Change. (2007). Climate Change 2007: Synthesis Report. Contribution of Working Groups I, II and II to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change. Geneva, Switzerland: Author.
Jin H, Anderson CW (2008) April). Developing a long-term learning progression for energy in socio-ecological systems, Paper presented at the annual meeting of the National Association for Research in Science Teaching, Baltimore, MD
Jin H, Zhan L, Anderson CW (2009) April). 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, A cross-cultural study
Kolst0, S. (2001). "To trust or not to trust…" - Pupils' ways of judging information encountered in a socio-scientific issue. International Journal of Science Education, 23, 877-901.
Kolst0, S. (2006). Patterns in students' argumentation confronted with a risk-focused socio-scientific issue. International Journal of Science Education, 28, 1689-1716.
Lee O, Fradd SH (1998) Science for all, including students from non-English-language backgrounds. Educational Researcher 27(4):12–21
Lemke J (1990) Talking science: Language, learning and values. Ablex, Westport, CT
Long Term Ecological Research Planning Committee. (2007). Integrative science for society and environment: A strategic research initiative. Retrieved from Long Term Ecological Research Network website: http://www.lternet.edu/decadalplan/
Metz K (2004) Children's understanding of scientific inquiry: Their conceptualization of uncertainty in investigations of their own design. Cognition and Instruction 22:219–290
Mohan L, Chen J, Anderson CW (2009a) Developing a multi-year learning progression for carbon cycling in socio-ecological systems. Journal of Research in Science Teaching 46:675–698
Mohan L, Chen J, Baek H, Anderson CW, Choi J, Lee Y-S (2009b) April). 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, Validation of a multi-year carbon cycle learning progression
National Research Council (1996) National science education standards. National Academy Press, Washington, DC
National Research Council (2007) Taking science to school: Learning and teaching science in grades K-8. The National Academies Press, Washington, DC
O'Connor MC, Michaels S (1993) Aligning academic tasks and participation status through revoicing: Analysis of a classroom discourse strategy. Anthropology and Education Quarterly 24:318–335
Pinker S (2007) The stuff of thought: Language as a window into human nature. Penguin Group, New York, NY
Roth, K. J., Druker, S. L., Garnier, H. E., Lemmens, M., Chen, C., Kawanaka, T.,... Gallimore, R. (2006). Teaching science in five countries: Results From the TIMSS 1999 Video Study (NCES 2006011¤© Washington, DC: U.S. Government Printing Office.
Schauble, L. (2009, April). What's foundational for science learning? Plenary address presented at the annual meeting of the National Association for Research in Science Teaching, Garden Grove, CA.
Sharma A, Anderson CW (2009) Recontextualization of science from lab to school: Implications for science literacy. Science & Education 18:1253–1275
Talmy L (1988) Force dynamics in language and cognition. Cognitive Science 12:49–100
Tversky A, Kahneman D (2000) Judgment under uncertainty: Heuristics and biases. In: Connolly T, Arkes H, Hammond K (eds) Judgment and decision making: An interdisciplinary reader. Cambridge University Press, Cambridge, UK, pp 35–52
Wenger E (1998) Communities of practice: Learning, meaning, and identity. Cambridge University Press, New York, NY
Wertsch JW (1991) Voices in the mind: A sociocultural approach to mediated action. Harvard University Press, Cambridge, MA
Wilson M (2005) Constructing measures: An item response modeling approach. Lawrence Erlbaum Associates, Mahwah, NJ
Wiser M, Smith CL (2008) Learning and teaching about matter in grades K-8: When should the atomic-molecular theory be introduced? In: Vosniadou S (ed) The international handbook of research on conceptual change. Routledge, New York, NY, pp 205–239
Wiser, M., Smith, C., Asbell-Clarke, J., & Doubler, S. (2009, April). Developing and refining a learning progression for matter: The inquiry project (grades 3-5). In C. Smith (Chair), Developing and refining a learning progression for matter from pre-K to grade 12: Commonalities and contrasts among four current projects. Symposium presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Zesaguli, J., Wilke, B., Hartley, L., Tan, E., Schenk, C., & Anderson, C. W. (2009, April). Developing a K-12 learning progression for biodiversity in environmental systems. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Garden Grove, CA.
Editor information
Rights and permissions
Copyright information
© 2012 Sense Publishers
About this chapter
Cite this chapter
Gunckel, K.L., Mohan, L., Covitt, B.A., Anderson, C.W. (2012). Addressing Challenges in Developing Learning Progressions For Environmental Science Literacy. In: Alonzo, A.C., Gotwals, A.W. (eds) Learning Progressions in Science. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-824-7_4
Download citation
DOI: https://doi.org/10.1007/978-94-6091-824-7_4
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6091-824-7
eBook Packages: Humanities, Social Sciences and LawEducation (R0)
