Quantitative Reasoning in Environmental Science: A Learning Progression

Autor/inn/en	Mayes, Robert Lee; Forrester, Jennifer Harris; Christus, Jennifer Schuttlefield; Peterson, Franziska Isabel; Bonilla, Rachel; Yestness, Nissa
Titel	Quantitative Reasoning in Environmental Science: A Learning Progression
Quelle	In: International Journal of Science Education, 36 (2014) 4, S.635-658 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2013.819534
Schlagwörter	Environmental Education; Thinking Skills; Logical Thinking; Models; Interviews; Learning; Learning Processes; Numeracy; Middle School Students; High School Students + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Denkfähigkeit; Analogiemodell; Interviewing; Interviewtechnik; Lernen; Learning process; Lernprozess; Rechenkompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	The ability of middle and high school students to reason quantitatively within the context of environmental science was investigated. A quantitative reasoning (QR) learning progression was created with three progress variables: quantification act, quantitative interpretation, and quantitative modeling. An iterative research design was used as it is the standard method for the development of learning progressions. The learning progression was informed by interviews of 39 middle and high school students from 5 schools in the Western USA using QR assessments. To inform the lower anchor, intermediate levels, and upper anchor of achievement for the QR learning progression, an extensive review of the literature on QR was conducted. A learning progression framework was then hypothesized. To confirm the framework, three QR assessments within the context of environmental literacy were constructed. The interviews were conducted using these QR assessments. The results indicated that students do not actively engage in quantitative discourse without prompting and display a low level of QR ability. There were no consistent increases on the QR learning progression either across grade levels or across scales of micro/atomic, macro, and landscape. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10