Jin, H. and C. W. Anderson. 2012. Developing assessments for a learning progression on carbon-transforming processes in socio-ecological systems. Pages 151-181 in A. C. Alonzo and A. W. Gotwals, eds. Learning Progressions in Science: Current Challenges and Future Directions. Sense Publishers, Rotterdam, The Netherlands.

Citable PDF link: https://lter.kbs.msu.edu/pub/2093

Learning progressions are descriptions of increasingly sophisticated ways of thinking about or understanding a topic (National Research Council [NRC], 2007). They provide promising frameworks for assessing students’ understanding and learning. In our work to develop a learning progression for carbon-transforming processes, we involved participants from a wide age range (fourth grade through 11th grade) and from two countries (the United States [US] and China). We involved participants from a wide age range in order to develop a learning progression spanning naïve reasoning to sophisticated scientific reasoning.

DOI: 10.1007/978-94-6091-824-7_8

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