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Carbon Research

 

Our project has developed the following resources for teachers and researchers:

  • Teaching Materials for the Carbon Cycle – Tested with teachers in four states, these materials are geared toward middle and high school students. Materials include teacher guides, student handouts, power point presentations, tools and posters, and other supplemental materials.

Publications

2015

  • Jin, H., Shin, H., Johnson, M. E., Kim, J. and Anderson, C. W. (2015), Developing learning progression-based teacher knowledge measures. J. Res. Sci. Teach.. doi: 10.1002/tea.21243. Abstract. Paper.
  • Jin, H., Johnson, E. M., & Yestness, R. N. (in press). A learning progression approach to incorporate climate sustainability into teacher education. In S. Stratton, R. Hagevik, A. Feldman, & M. Bloom (Eds.), Educating science teachers for sustainability. Springer. PDF

2014

  • Anderson, C.W., (2014, April). Overview: Learning progressions that connect science practices, crosscutting concepts, and disciplinary core ideas. Presented at the annual meeting of the National Association for Research in Science Teaching, Pittsburgh, PA. Powerpoint.
  • Bianchini, J.A., Yestness, N.R., Nilsen, K.J., Hammond, L.M., Kim, J., Parker, S.D., and Berkowitz, A., (2014, April). Progression-Based Teaching Strategies in Environmental Science: Teachers’ Successes and Struggles in Implementation. Presented at the annual meeting of the National Association for Research in Science Teaching, Pittsburgh, PA. Powerpoint. Paper.
  • Dauer, J.M., and Anderson, C.W., (2014, April). Learning from evidence in the context of global climate change. Presented at the annual meeting of the National Association for Research in Science Teaching, Pittsburgh, PA. Powerpoint. Paper.
  • De los Santos, E.X., Stapleton, S.R., and Anderson, C.W.,(2014, April). Students’ ideas about sustainability of agricultural and fuel production systems. Presented at the annual meeting of the National Association for Research in Science Teaching, Pittsburgh, PA. Powerpoint. Paper.
  • Freed, A.L., Dauer, J.M., Doherty, J.H., Johnson, W.R., and Anderson, C.W., (2014, April). Connections between students’ explanations and interpretations and arguments from evidence. Presented at the annual meeting of the National Association for Research in Science Teaching, Pittsburgh, PA. Powerpoint. Paper.
  • Jin, H., Shin, H.J., Johnson, M., Kim, J., and Anderson, C.W. 2014. Promise and Problems of Learning Progression-guided Interventions. Submitted to Journal of Research in Science Teaching.  Paper.
  • Jin, H., Shin, H.J., Johnson, M., Kim, J., and Anderson, C.W. 2014. Promise and Problems of Learning Progression-guided Interventions. Presentation from the Annual Meeting of the National Association for Research in Science Teaching, Pittsburgh, PA. Powerpoint. Paper.
  • Miller, H., Freed, A., Doherty, J., Johnson, W., and Anderson, C.W., (2014, April). Components of productive level 3 reasoning. Presented at the annual meeting of the National Association for Research in Science Teaching, Pittsburgh, PA. Powerpoint. Paper.

2013

  • Jin, H., Zhan, L., & Anderson, C. W. (2013). Developing a fine-grained learning progression framework for carbon-transforming processes. International Journal of Science Education, 35(10), 1663-1697.

2012

  • Jin, H. & Anderson, C. W. (2012). A Learning Progression for Energy in Socio-Ecological Systems. Journal of Research in Science Teaching, 49(9), xxx-xxx. doi:.10.1002/tea.21051. (link to JRST)

2011

  • Anderson, C. W. (2011, April). Developing Science Standards in a Time of Climate Change. (download PowerpointNARST
  • Chen, J., Anderson, C. W., Choi, J., Lee, Y., & Draney, D. (2011, April). Developing Reliable and Valid Assessment Items to Assess K-12 Students’ Learning Progression of Carbon Cycling. (download PPT ) NARST 
  • Jin, H., & Anderson, C. W. (2011, April). Cohesion and Consistency in Students’ Accounts of Carbon-transforming Processes . (download PowerpointNARST
  • Onyancha, K. M., & Anderson, C. W. (2011, April). Argumentation in Students’ Accounts of Carbon-transforming Processes. (download PowerpointNARST 
  • Zhan, L., Cisterna, D., Doherty, J., Anderson, C. W., Choi, J., Lee, Y., & Draney, D. (2011, April). The Effects of Teaching Materials and Teachers’ Approaches on Student Learning about Carbon-transforming Processes. (download PowerpointNARST

2010

  • Anderson, C. W.(2010, March) Learning Progressions for Environmental Science Literacy. Presented at NRC Science Framework Committee (PowerpointPaper)
  • Baek, H., & Anderson, C. W. (2010, April). The Role of Informal Discourses in Students’ Accounts of Carbon-transforming Processes. (download PowerpointNARST
  • Chen, J., Anderson, C. W., Choi, J., Lee, Y., & Draney, D. (2010). Assessing K-12 students’ learning progression of carbon cycling using different types of items (download PowerpointNARST
  • Jin, H., & Anderson, C. W. (2010, March).Developing a Long-term Learning Progression for Energy in Socio-Ecological System. (download PowerpointPaperNARST
  • Jin, H., Zhan, L., & Anderson, C. W. (2010, March). A Cross-Culture Study: Comparing Learning Progressions for Carbon-transforming Processes of American and Chinese Students. (download PowerpointHandoutPaper )
  • Onyancha, K. M., & Anderson, C. W. (2010, March)Matter and Energy Transformation: an Investigation into Secondary School Students’ Arguments .(download PowerpointPaperNARST
  • Schramm, J., Wilke,B., & Anderson, C. W. (2010, March). College Student Understanding of Carbon Transformation and Cycling Processes. (download Paper)

2009

  • Chen, J., Jin, X., & Anderson, C. W. (2009, April). American and Chinese Secondary Students’ Written Accounts of Carbon Cycling in Socio-ecological Systems. (download PowerpointPaperPosterAERA
  • Chen, J., Jin, X., & Anderson, C. W. (2009, April). American and Chinese Secondary Students’ Written Accounts of Carbon Cycling in Socio-ecological Systems. (download PowerpointPaperPosterNARST
  • Choi, J., Lee, Y., & Draney, K. L. (2009, April). Empirical Validation of a Learning Progression (Using the BEAR Assessment System). (download PowerpointAERA
  • Hartley, L., Wilke, B., Schramm, J., & Anderson, C. W. (2009, April). College students’ accounts of carbon transforming processes in socio-ecological systems. (download PosterNARST
  • Jin, H., Zhan, L., & Anderson, C. W. (2009, April). Interviews with Chinese and American Secondary Students about Carbon Cycling in Socio-ecological Systems. (download PowerpointHandoutPosterAERA
  • Jin, H., Zhan, L., & Anderson, C. W. (2009, April). Interviews with Chinese and American Secondary Students about Carbon Cycling in Socio-ecological Systems. (download PowerpointHandoutPosterNARST
  • Mohan, L., & Anderson, C. W. (2009, April). A Learning Progression to Inform the Development of Standards. (download PaperPresentationAERA
  • Mohan, L., & Anderson, C. W. (2009, April).Teaching Experiments and the Carbon Cycle Learning Progression. (download PaperPresentationAERA
  • Mohan, L., Chen, J., Baek, H., Choi, J., Lee, Y. & Anderson, C. W. (2009, April). Validation of a Multi-Year Carbon Cycle Learning Progression. (download PaperPosterNARST
  • Onyancha, K. M., Lee, Y., Choi, J., Draney, K. L., & Anderson, C. W. (2009, April)Secondary Students’ Accounts of Carbon-tran. (download PosterPaperNARST