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ERIC Number: EJ1086547
Record Type: Journal
Publication Date: 2015
Pages: 24
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1450-104X
Comparing American and Chinese Students' Learning Progression on Carbon Cycling in Socio-Ecological Systems
Chen, J.; Anderson, C. W.
Science Education International, v26 n4 p439-462 2015
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.
International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China (Shanghai); Michigan