Previous studies identified a learning progression on the concept of carbon cycling that was typically followed by American students when they progress from elementary to high school. This study examines the validity of this previously identified learning progression for a different group of learners--Chinese students. The results indicate that American and Chinese students share similar learning progression from force-dynamics to scientific model-based reasoning. And there are interesting similarities and differences between American and Chinese students' performances. Whereas American students perform better on items assessing the environmental impact of human behaviours, Chinese students include chemical equations, named forms of energy, and mention the energy conservation principle more commonly than American students. This study suggests that these differences may be due to various aspects of science education between these two countries and have implications for improving science education in each country.