Learning Progression on Carbon-Transforming Processes in Socio-Ecological Systems

Michigan State University, East Lansing MI

Investigators

Abstract

DRL-0815993 PI: Andy Anderson PROJECT ABSTRACT This empirical study develops a science learning progression that extends from 4th grade through the first year of college and focuses on key bio-geo-chemical processes in socio-ecological systems at multiples scales, including cellular and organisms, metabolism, ecosystems, energetics and carbon cycling, carbon sequestration, and combustion of fossil fuels. The project investigates the learning progression hypothesis that there are patterns in the development of students' knowledge and practice that are both conceptually coherent and empirically verifiable. Using an iterative, design-based research process, the project develops: (1) a validated framework; (2) assessment resources; and (3) studies of sequences and mechanisms of conceptual change based on teaching experiments at the elementary, middle, high school and college levels.