Comparing American and Chinese Students' Learning Progression on Carbon Cycling in Socio-Ecological Systems

Autor/inn/en	Chen, J.; Anderson, C. W.
Titel	Comparing American and Chinese Students' Learning Progression on Carbon Cycling in Socio-Ecological Systems
Quelle	In: Science Education International, 26 (2015) 4, S.439-462 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1450-104X
Schlagwörter	Foreign Countries; Cross Cultural Studies; Cultural Differences; Science Education; Scientific Concepts; Teaching Methods; Science Achievement; Environmental Education; Comparative Analysis; Item Response Theory; Learning Processes; Elementary School Students; Middle School Students; High School Students; Scoring Rubrics; Science Tests; Statistical Analysis; China (Shanghai); Michigan + Suchen Sie Ihr Suchwort? Ausland; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Umweltbildung; Umwelterziehung; Umweltpädagogik; Item-Response-Theorie; Learning process; Lernprozess; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Scoring formulas; Auswertungsbogen; Statistische Analyse
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01