LEARNING PROGRESSIONS TOWARD ENVIRONMENTAL LITERACY Charles W. Anderson, Ajay Sharma, Lindsey Mohan, In-Young Cho, Hui Jin, Christopher D. Wilson, John

LEARNING PROGRESSIONS TOWARD ENVIRONMENTAL LITERACY

Charles W. Anderson, Ajay Sharma, Lindsey Mohan, In-Young Cho, Hui Jin, Christopher D. Wilson, John Lockhart, Blakely Tsurusaki

Richard Duschl, DiscussantMICHIGAN STATE UNIVERSITY

Presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, April 3-6, 2006This research is supported in part by three grants from the National Science Foundation: Developing a research-based learning progression for the role of carbon in environmental systems (REC 0529636), the Center for Curriculum Materials in Science (ESI-0227557) and Long-term Ecological Research in Row-crop Agriculture (DEB 0423627. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.CCMS

PARTNERSMark Wilson, Karen Draney, University of California, BerkeleyJoe Krajcik. Phil Piety, University of MichiganBrian Reiser, Northwestern UniversityJo Ellen Roseman, AAAS Project 2061Long Term Ecological Research (LTER) NetworkAlan Berkowitz, Baltimore Ecosystem StudyAli Whitmer, Santa Barbara CoastalJohn Moore, Shortgrass Steppe

ORDER OF PAPERSIntroduction and overview: Charles W. Anderson Paper 1: Understanding of matter transformations in physical and chemical changes, By In-Young Cho and Charles W. AndersonPaper 2: Developing a Carbon Cycle Learning Progression for K-12, By Lindsey Mohan, Ajay Sharma, In-Young Cho, Hui Jin, and Charles W. AndersonPaper 3: Diversity and Evolution in Environmental Systems, By Chris Wilson, John Lockhart, and Charles W. AndersonPaper 4: Connecting Personal Actions to Environmental Systems, By Blakely K. Tsurusaki and Charles W. Anderson Common Themes and Implications: Charles W. AndersonDiscussion: Richard Duschl, Rutgers University

Website: http://edr1.educ.msu.edu/EnvironmentalLit/index.htm

INTRODUCTION and OVERVIEW

Charles W. AndersonMICHIGAN STATE UNIVERSITY

CONVERGING TRENDSScience education policy: Critiques of standards Science: Interdisciplinary Research on Coupled Human and Natural Systems Citizenship: Increasing environmental responsibility Science education research: Learning Progressions as an Approach to Research Synthesis

CRITIQUES OF STANDARDSTraditionalist critique (e.g., Fordham Foundation, California standards)Too much philosophy, psychology, inquiryNot enough rigorous science content

Science education critique (e.g., us)Need to consider changing needs for citizens knowledgeToo many benchmarks: Need to reduce and reorganize around Big IdeasNeed to consider advances in educational research (including learning progressions)

SCIENCE: Interdisciplinary Research on Coupled Human and Natural SystemsShift from individual disciplines (ecology, geology, atmospheric science, meteorology) to interdisciplinary fields (environmental science, earth systems science) Shift from focus on natural systems to coupled human and natural systems Shift from retrospective (reconstructing the past) to prospective (projecting the future)

RESPONSIBLE CITIZENSHIP and ENVIRONMENTAL SCIENCE LITERACYThe world is changing as human impacts on the environment increaseCitizens need to consider environmental consequences or sustainability in concert with other democratic values: freedom, opportunity, justice Actions and decisions in multiple roles that all citizens play: learners, consumers, voters, workers, volunteers, and advocates Environmental science literacy is the ability toEnact personal agency with respect to environmental issuesUnderstand and evaluate arguments among expertsReconcile actions or policies with values

PRACTICES for ENVIRONMENTAL SCIENCE LITERACY1. Inquiry: Learning from experience (not addressed in these papers)Practical and scientific inquiryDeveloping arguments from evidence2 and 3. Scientific accounts and applications: Learning from authoritiesApplying fundamental principles to processes in systemsUsing scientific models and patterns to explain and predict4. Using scientific reasoning in responsible citizenship: Reconciling experience, authority, and valuesEnacting personal agency on environmental issues Reconciling actions or policies with valuesUnderstanding and evaluating arguments among experts

ENVIRONMENTAL SCIENCE ACCOUNTS and APPLICATIONSApplying fundamental principlesStructure of systems: nanoscopic, microscopic, macroscopic, large scaleConstraints on processes: tracing matter, energy, informationChange over time: evolution, multiple causes, feedback loopsto processes in coupled human and natural systemsEarth systems: Geosphere, hydrosphere, atmosphereLiving systems: Producers, consumers, decomposersEngineered systems: Food, water, energy, transportation, housing

RESEARCH GOALSLEARNING PROGRESSIONS as an APPROACH to RESEARCH SYNTHESIS

Synthesizing research around key practices and themes or Big Ideas

Using short-term studies to investigate long-term learning

Connecting research, policy, and practice

RESEARCH PRODUCTSA research-based learning progression for environmental literacy topics. This learning progression will include:A review of research on student learning relevant to that topicResults of our research on student learning, including what we have learned from pretests and posttests A suggested successional description of students learning: a series of steps by which elementary, middle, and high school students can work toward mastery of the learning goals for high school graduates.Assessment tests for K-12 students

METHODSData sourcesVolunteer teachers in working groupsTests administered to upper elementary, middle, and high school students (available on website)Data analysisDeveloping rubrics for open-response questionsSearching for patterns and common themes within and across testsPatterns in accounts of environmental systems (Practices 2 and 3)Patterns in reconciling experience, authority, and values (Practice 4)Looking for developmental trends

STUDENTS IDEAS OF MATTER TRANSFORMATION IN PHYSICAL AND CHEMICICAL CHANGES: ECOLOGICAL THINKING

In-Young Cho and Charles W. AndersonMICHIGAN STATE UNIVERSITY

DATA and ANALYSISData Sources40 students in grade 10 - general and AP chemistry 40 students in grade 10 - International Baccalaureate programPhysical and Chemical Change assessment of 12 written questionnaires development of rubric and working paper

Data AnalysisMatter transformations in physical & chemical changesConcept relations in students ecological thinking of scientific principles of environmental systemsPhenomenological categories for concept relationsConstruction of issues in students ecological thinking about matter transformations in environmental systems

PRINCIPLES, PROCESSES and SYSTEMSApplying fundamental principlesStructure of systems: Atomic-molecular and macroscopicConstraints on processes: -Tracing matter: mass, substances, elements, molecules, atoms-Tracing energyto processes in coupled human and natural systemsSublimating iodineBurning woodLosing weight

SUBLIMATING IODINE1. A 1-gram sample of solid iodine is placed in a tube and the tube is sealed after all of the air is removed. The tube and the solid iodine together weigh 27 grams.

The tube is then heated until all of the iodine evaporates and the tube is filled with iodine gas. Will the weight after heating be:a.less than 26 grams.b.26 grams.c.between 26 and 27 grams.d.27 grams.e.more than 27 grams.

2. What is the reason for your answer to question 1?

CHANGE OF STATE Because going from a solid to a gas, it weighs less Because of the law of conservation of mass

Chart2

0

52.5

47.5

% of students

Sublimating iodine question

match

tracing CO2 and H2Ounspecified gasesases and smokesconservation of massphase changeconverted into energydestroys matters

1.25537.536.257.52.58.75

match

0

0

0

0

0

0

0

% of students

Burning match question

iodine

the sameweigh lessweigh more

47.552.50

iodine

0

0

0

% of students


match2


1.25537.536.257.52.58.75

destroys mattersconverted into energyphase changeconservation of massashes and smokesunspecified gasestracing CO2 and H2O

8.752.57.536.2537.551.25

match2

0

0

0

0

0

0

0

% of students

Burning Match question

iodine2


47.552.50

weigh moreweigh lessthe same

052.547.5

iodine2

0

0

0

% of students

Sublimating Iodine question

weight loss 2

energysubtractionwater and waste materialsconservation of massother

35.526.256.257.523.75

othersimple subtractionconservation of masswater and waste materialsconversion to energy

23.7526.257.56.2535.5

weight loss 2

0

0

0

0

0

% of students

Weight Loss question

weight loss


35.526.256.257.523.75

weight loss

0

0

0

0

0

% of students

Person losing weight question

PRINCIPLES, PROCESSES and SYSTEMSIn physical change, more than half of the students didnt conserve the mass of gas.

Even in a closed system, gas is thought to weigh less than a solid.

BURING WOODTrue or false? When a piece of wood burns, some of the matter is destroyed. What is the reason for your answer?True: 17.5% False: 82.5%

Isnt there a law that says matter is neither lost nor created? So Im thinking its just transfer into gas and ash (unspecified gas)it is changed to other states/forms such as ash and smoke (ashes and smoke)when youre burning, youre chemically destroying. So some matter must be destroyed (destroys matter)the wood isnt changing chemically, just physically (phase change)

COMBUSTION

Chart4

8.75

7.5

2.5

36.25

37.5

5

1.25

% of students

Burning wood question

match


1.25537.536.257.52.58.75

match

0

0

0

0

0

0

0

% of students


iodine


47.552.50

iodine

0

0

0

% of students


match2


1.25537.536.257.52.58.75

destroys matterphase changeconverted into energyconservation of massashes and smokeunspecified gasestracing CO2 and H2O

8.757.52.536.2537.551.25

match2

% of students

Burning Wood question

iodine2


47.552.50


052.547.5

iodine2

0

0

0

% of students


weight loss 2


35.526.256.257.523.75


23.7526.257.56.2535.5

weight loss 2

0

0

0

0

0

% of students


weight loss


35.526.256.257.523.75

weight loss

0

0

0

0

0

% of students


PRINCIPLES, PROCESSES and SYSTEMSWhen a gas is involved in a chemical change as a reactant/product in open systems, added/emitted mass of gas is ignored In open systems, students often failed to trace the pathway of gases and failed to give them chemical identitiesAsserting the law of conservation of mass without accompanying explanationChemical change is not considered as a process of atomic rearrangement but as a simple change of matter formAtomic-molecular reasoning is limited and heavily context-dependent (e.g. compare to losing weight question)

LOSING WEIGHTA person on a diet lost 20 pounds. Some of his fat is gone. What happened to the mass of the fat?

It was used for energy (conversion to energy)It was transferred elsewhere and released from the body, sweat, etc. (water and waste materials)It was burned away, it went away (simple subtraction)The mass of the fat stayed the same (conservation of mass)The fat cells in the persons body shrank (other)

CELLULAR RESPIRATION

Chart3

23.75

26.25

7.5

6.25

35.5

% of students


match


1.25537.536.257.52.58.75

match

0

0

0

0

0

0

0

% of students


iodine


47.552.50

iodine

0

0

0

% of students


match2


1.25537.536.257.52.58.75

destroys mattersconverted into energyphase changeconservation of massashes and smokesunspecified gasestracing CO2 and H2O

8.752.57.536.2537.551.25

match2

0

0

0

0

0

0

0

% of students

Burning Match question

iodine2


47.552.50


052.547.5

iodine2

0

0

0

% of students


weight loss 2


35.526.256.257.523.75


23.7526.257.56.2535.5

weight loss 2

0

0

0

0

0

% of students


weight loss


35.526.256.257.523.75

weight loss

0

0

0

0

0

% of students


PRINCIPLES, PROCESSES and SYSTEMSThe gas products in the chemical reactions of cellular respiration are not traced; the conservation of mass is only stated technically. The context of fat burning gives the idea of energy production, the process of chemical reactions of cellular respiration was not traced. Students knew fat burning is a breaking down of fat, but didnt trace it to a chemical process of oxidation into CO2 and H2O

MATTER TRANSFORMATIONS in ENVIRONMENTAL SYSTEMSAbout half of the students had no commitment to conservation of mass in changes involving gasesThe other half of the students showed a commitment to the principle, but were unable to apply it to more complex chemical changesThey had problems with understanding systems:- difficulties in identifying reactants and products- matter-energy conversions- inability to use atomic-molecular models

DEVELOPING A CARBON CYCLE LEARNING PROGRESSION FOR K-12

Lindsey Mohan, Ajay Sharma, In-Young Cho, Hui Jin, and Charles W. Anderson

MICHIGAN STATE UNIVERSITY

DATA SOURCES and ANALYSISData Sources120 total assessments- 40 elementary school (3rd & 4th grade) - 40 middle school (6th & 8th grade)- 40 high school (biology classes)Items focused on the role of carbon in:producers, consumers, decomposers, human-energy systems, physical & chemical change, and carbon pools & fluxes

Data AnalysisRubrics developed to capture patterns in responses- Reliability checks and revision of rubrics

PRINCIPLES, PROCESSES and SYSTEMSApplying fundamental principlesStructure of systems: atomic-molecular (CO2 and organic materials), single-celled and multicellular organisms (producers, consumers, decomposers), ecosystemsConstraints on processes: Tracing matter: inorganic to organic formsto processes in coupled human and natural systemsAmazon tree growthDecomposition of appleFood chainPreserving forests

On March 10, 2004, National Public Radio reported that forests in a remote part of the Amazon are suddenly growing like teenagers in a growth spurt. Scientists have speculated that our actions may have caused this phenomenon. What do you think could be the scientific basis behind such a speculation?

CONNECTING AMAZON GROWTH to FOSSIL FUELSMicroscopic and Large Scale accounts25% focused on microscopic scale (maybe there are more minerals for the trees to grow)12.5% focused on large scale (lack of pollution from business)Tracing carbon across from inorganic to organic forms0%-related to elevated level of CO2 in atmosphere (combustion to photosynthesis)Direct versus indirect influences from humans38%-humans are directly influencing growthNaturally, trees would not suddenly have grown an incredibly drastic amount in just a yearyou must believe that man-made influences caused it. Possibilities are controlled burns, soil that has been removed or changed to stimulate crop rotation, or even particles in rainwater or chemical substances.

WHEN AN APPLE IS LEFT OUTSIDE FOR A LONG TIME, IT ROTS. WHAT CAUSES THE APPLE TO ROT?Students become increasingly more aware that decomposers are involved, but do not trace matter through the process.

EXPLAIN HOW THE FOLLOWING LIVING THINGS CONNECT WITH EACH OTHER: GRASS, COWS, HUMAN BEINGS, DECOMPOSING BACTERIAStudent Response: the grass is eaten by the cow and becomes energy and the cow is eaten by humans and all these things die and are decomposed.

EXPLAIN WHY IT MIGHT BE IMPORTANT TO PRESERVE OUR FORESTS Middle school students more often mention connection between humans and O2 from plants and less explanations including animals Limited understanding of the role of plants in the ecological carbon cycle

KEY FINDINGSStudents primarily reason at macroscopic level; Reasoning at microscopic scale and large scale is more common in explanations from older students, but very limited.

Students do not trace matter from organic to inorganic forms (e.g., decomposition).

Students view living systems as connected by having things in common or being part of a food chain, but not by tracing matter and energy.

Students make environmental decisions based on needs of humans and animals.

DIVERSITY AND EVOLUTION IN ENVIRONMENTAL SYSTEMS

Christopher D. Wilson, John Lockhart and Charles W. AndersonMICHIGAN STATE UNIVERSITY

DATA SOURCESTwo high school classes (n=30)Biology and Zoology

One middle school class (n=30)

Two elementary classes (n=30)

EVOLUTION, DIVERSITY and ENVIRONMENTAL LITERACYDiversity in natural systems at different levels

Natural systems change over time in response to environmental conditions.

Human impact on the environment is increasingly directing the way systems change.Sex and Mutation:

Diversity Selection:

Diversity

PRINCIPLES, PROCESSES and SYSTEMSApplying fundamental principlesStructure of systems: Alleles, genes, traits, organisms, populations, species, communities and ecosystemsDiversity at multiple levelsConstraints on processes: Connections between systemsTracing information: individual life cycles, population structuresChange over time:Modeling the mechanisms governing the connectionsEvolution as changes in population size and structureHuman effects on biodiversityto processes in coupled human and natural systemsStructure of strawberry populationsStructure of fish populationsEvolutionary change in cheetahsSurvival of elephant populations

STRUCTURE OF SYSTEMSMUSICAL INSTRUMENTS

String Instruments Wind Instruments Percussion

Woodwind BrassPlucked Bowed Metallic Skinned Flutes ClarinetsHarps Guitars Cymbals Bells Violins Cellos Trumpets Saxophones Drums TambourinesStarting with All Living Things . . .

STRUCTURE OF SYSTEMSMusical Instruments Item

STRUCTURE OF SYSTEMSMusical Instruments Item% of students

Chart1

28

21

21

30

Chart2

55

3

17

25

Chart3

3

28

48

21

Chart4

14

17

48

21

Chart5

7

35

10

48

Chart6

331623

18710

29167

104560

10160

Elementary

Middle

High

Chart7

390100

1048100

1058100

Decomposers

Producers

Comsumers

Chart8

243

530

637

Environmental variation as the cause of phenotypic variation

Genetic variation as the cause of phenotypic variation

Chart9

026

1357

Lamarckian misconceptions

Teleological misconceptions

Chart10

1400

53470

505914

They have the same parents

They have the same genes

Environmental reasons

Why They Look Similar

Chart11

905

17307

336728

Genes from different parents

Different genes


Why They Look Different

Chart12

9797

7753

5733

3010

573

4027

303

313

Elementary

Middle

Chart13

4083

333

2713

Middle

High

Chart14

55

3

17

25

How did the different beak types first arise in the Galapagos finches?

Chart15

7

35

10

48

Populations of finches are made up of hundreds of individual birds. Which statement describes how similar they are likely to be to each other?

Sheet1

CINS Items

%Raw

All members of a population change288

Correct - Proportions of traits in population change216

Lamarckian misconception216

Teological misconception309

The changes in the finches beak size and shape occurred because of their need to be able to eat different kinds of food to survive5516

Changes in the finches beaks occurred by chance, and when there was a good match between beak structure and available food, those birds had more offspring.31

The changes in the finches beaks occurred because the environment induced the desired genetic changes175

The finches beaks changed a little bit in size arid shape with each successive generation, some getting larger and some getting smaller257


Non-beneficial mutations are not inherited288

Correct - All genetic variation is heritable4814


Correct - Variations best suited to the environment provide a reproductive advantage144

Speciation in hypothetical175



The finches share all of the same characteristics and are identical to each other72

The finches share all of the essential characteristics of the species: the minor variations they display dont affect survival3510

The finches are all identical on the inside, but have many differences in appearance103

The finches share many characteristics, but also vary in many features4814

Fish%

ElementaryMiddleHighRaw

The fish are all identical to each other331623957

The fish are all identical on the inside, but have many differences in appearance18710523

The fish are all identical in appearance, but are all different on the inside29167852

*The fish share many characteristics, but also vary in many features10456031418

The fish are all completely unique and share no features with other fish10160350

Musical Instruments%


Producers904858271514

Comsumers100100100303124

Decomposers31010112

Strawberry%

ElementaryMiddleHigh

Genetic variation as the cause of phenotypic variation307

Environmental variation as the cause of phenotypic variation245363

Cheetah%

MiddleHigh

Lamarckian misconceptions01304

Teleological misconceptions2657717

Sisters

%


They have the same parents14535041611

They have the same genes0475901413

Environmental reasons0014003

%


Genes from different parents91733256

Different genes030670912


Porcupine Fish

ElementaryMiddleRaw

Spines97972929

Fins77532316

Eyes57331710

Gills301093

Mouth573171

Color4027128

Body Shape30391

Size31314

Elephants

MiddleHighRaw

Population A (Diverse)40831225

Population B (Not Diverse)333101

Equal Chance of Surviving271384

STRUCTURE OF SYSTEMSFish Item

Structure of individuals within a population

From Elementary:Fish are all Identical

To Secondary:Significant Differences (but no mechanism)

e.g. It is a proven fact that no two organisms look exactly alike and act the same

PROCESSES THAT CONNECT SYSTEMSStrawberry Item A. Why dont the strawberries look identical?

PROCESSES THAT CONNECT SYSTEMSStrawberry Item A. Why dont the strawberries look identical?

% of students

Chart1

28

21

21

30

Chart2

55

3

17

25

Chart3

3

28

48

21

Chart4

14

17

48

21

Chart5

7

35

10

48

Chart6

331623

18710

29167

104560

10160

Elementary

Middle

High

Chart7

390100

1048100

1058100

Decomposers

Producers

Comsumers

Chart8

243

530

637



Chart9

026

1357



Chart10

1400

53470

505914





Chart11

905

17307

336728


Different genes



Chart12

9797

7753

5733

3010

573

4027

303

313

Elementary

Middle

Chart13

4083

333

2713

Middle

High

Chart14

55

3

17

25


Chart15

7

35

10

48


Sheet1

CINS Items

%Raw





















Fish%










Comsumers100100100303124

Decomposers31010112

Strawberry%




Cheetah%

MiddleHigh



Sisters

%





%





Porcupine Fish

ElementaryMiddleRaw

Spines97972929

Fins77532316

Eyes57331710

Gills301093

Mouth573171

Color4027128

Body Shape30391

Size31314

Elephants

MiddleHighRaw




PROCESSES THAT CONNECT SYSTEMSStrawberry Item B. Explaining the difference in diversity between wild and supermarket strawberries (connecting human and natural systems).

~50% of students mentioned some sort of human influence. Vague perceptions of what that influence was. Lacking understanding of the mechanisms of how humans influence diversity. Invisible connections between human and natural systems.

CHANGE OVER TIMECheetah Item20mph60mphModel-Based Reasoning Individuals in a population are not identical, but vary in many characteristics. Survival is not random, certain traits provide an advantage. Populations change over time as the frequency of advantageous alleles / traits increases.

CHANGE OVER TIMECheetah Item No students used the rules of the model in constructing their explanation instead they focused on narratives. High School students saw the need for a mechanism, but because part of the model was invisible to them (genetic variation in populations), like Lamarck, they picked the wrong one.

CHANGE OVER TIMEElephant Item2 populations of elephants. Elephants in Population A are all slightly different, Population B are all identical.

Which of the two populations do you think is most likely to survive if there was a severe drought?

Rules of the model: Individuals in a population are not identical, but vary in many characteristics. Survival is not random, certain traits provide an advantage. Population level genetic variation is the raw material of natural selection.

CHANGE OVER TIMEElephant Item Although most students chose Popn A, very few used scientific models. Students reasoned in ways that made sense to them, but which were incompatible with scientific thought. Reliance on narratives, often anthropomorphic and human society-based.% of students

Chart1

28

21

21

30

Chart2

55

3

17

25

Chart3

3

28

48

21

Chart4

14

17

48

21

Chart5

7

35

10

48

Chart6

331623

18710

29167

104560

10160

Elementary

Middle

High

Chart7

390100

1048100

1058100

Decomposers

Producers

Comsumers

Chart8

243

530

637



Chart9

026

1357



Chart10

1400

53470

505914





Chart11

905

17307

336728


Different genes



Chart12

9797

7753

5733

3010

573

4027

303

313

Elementary

Middle

Chart13

4083

333

2713

Middle

High

Chart14

55

3

17

25


Chart15

7

35

10

48


Sheet1

CINS Items

%Raw





















Fish%










Comsumers100100100303124

Decomposers31010112

Strawberry%




Cheetah%

MiddleHigh



Sisters

%





%





Porcupine Fish

ElementaryMiddleRaw

Spines97972929

Fins77532316

Eyes57331710

Gills301093

Mouth573171

Color4027128

Body Shape30391

Size31314

Elephants

MiddleHighRaw




DIMENSIONS of the LEARNING PROGRESSION From Disconnected Systems to Coupled Human and Natural systems.

From Informal / Metaphorical to Model Based Reasoning.

From Invisible to Visible systems and connections.

Evolution as Prescriptive, not just Descriptive.

Towards responsible citizenship

CONNECTING PERSONAL ACTIONS TO ENVIRONMENTAL SYSTEMS

Blakely K. Tsurusaki and Charles W. AndersonMICHIGAN STATE UNIVERSITY

DATA SOURCESThree high school classes (n=44)- 9th and 10th grade- Biology, Physical Science, Earth Science

One middle school class (n=26)- 6th grade

One elementary class (n=34)- 4th grade

PRINCIPLES, PROCESSES and SYSTEMSApplying fundamental principlesStructure of systems: Macroscopic (food, appliances, plumbing in house, etc.) and large-scale (food, water, waste disposal) engineered systemsConnections between engineered and natural systemsConstraints on processes: Tracing matter through supply chains and waste disposal chainsTracing energy through engineered systemsto processes in coupled human and natural systemsHamburger supply chainPaper cup waste disposal chainGlobal warming

CONNECTING HUMAN ACTIONS TO ENVIRONMENTAL SYSTEMS Consumers of essential goods and services, including food, clothing, shelter, air, water, and transportation.

Goods and services in each of these categories pass through a number of environmental systems on their way to us (the supply chain) and go through additional systems after we are done with them (waste disposal).

The human systems that supply all of our essential goods and services begin and end in the earths natural systems.

PRETEST QUESTIONSSupply and waste disposal chains - hamburger meat, paper cup, waterResources used and impact of resourcesGlobal Warming/Global Climate ChangePreservation of environmentBiodiversity and evolution

WHERE DOES YOUR HAMBURGER MEAT COME FROM?**No mention of feedlots

Chart4

26.538.525

35.361.579.5

5.919.234.1

85.392.388.6

2.92.813.6

Elementary n=34

Middle n=26

High n=44

Student Response

Percentage of Students

Hamburger Supply Chain

Q1

Question 1

CodeElementary SchoolMiddle SchoolHigh SchoolTotal

n=34

n=26n=44n=104

Package14.723.122.720.2

Visible storage76.561.579.574

Transportation26.538.52528.8

Meat processing/butcher35.361.579.560.6

Slaughterhouse5.919.234.121.2

Farm29.45068.251

Cow85.392.388.688.5

Parent14.734.615.920.2

Growth29.446.227.332.7

Plants (i.e., food for cows)2.92.813.67.7

Other*14.77.722.716.3

CodeElementaryMiddleHighTotal

n=34

n=26n=44n=104


Butcher35.361.579.560.6


Cow85.392.388.688.5

Plants2.92.813.67.7

NUMBER OF STEPS IN HAMBURGER SUPPLY CHAIN High school students mention more steps than middle or elementary school students Same results in paper cup waste disposal chain

Chart1

61.819.213.6

32.461.554.5

5.919.231.8

Elementary n=34

Middle n=26

High n=44

Number of Steps

Percentage of Students

Q1

Question 1

CodeElementary SchoolMiddle SchoolHigh SchoolTotal

n=34

n=26n=44n=104

Package14.723.122.720.2

Visible storage76.561.579.574


Meat processing/butcher35.361.579.560.6


Farm29.45068.251

Cow85.392.388.688.5

Parent14.734.615.920.2

Growth29.446.227.332.7

Plants (i.e., food for cows)2.92.813.67.7

Other*14.77.722.716.3

CodeElementaryMiddleHighTotal

n=34

n=26n=44n=104


Butcher35.361.579.560.6


Cow85.392.388.688.5

Plants2.92.813.67.7

CONNECTIONSMost high school and middle school students think that there IS a connection between hamburger meat and a corn fieldMost elementary students think that there IS NOT a connection Almost all students think there IS a connection between a paper cup and a tree

Could there be any connection between hamburger meat and a corn field in Iowa?Could there be any connection between a paper cup and a tree?

MAKING CONNECTIONS2B. Explain why you think hamburger and corn could or could not be connected

SUPPLY and WASTE DISPOSAL CHAINSSequence of actors and places, as opposed to transformation of matter and energySupply chain as small-scale rural production on family farms rather than large-scale industrial beef production High school students mention more steps than middle or elementary school studentsHigh school students give more detailed explanations for connections between hamburger meat and corn fields and paper cups and trees (e.g., some mention transformation of matter)

GLOBAL WARMINGMost middle and high school students HAVE heard of global warmingMost elementary students HAVE NOT heard of global warming

CAUSES OF GLOBAL WARMING*Mention origin/by-products, not processes

WAYS TO REDUCE GLOBAL WARMING

KEY FINDINGSLearning progressionActors and locations - number and type Tracing matter and energy - connectionsTransformation of matter and energyInfrastructure and by-productsScientific reasoning necessary for responsible citizenship

COMMON THEMES and IMPLICATIONS

Charles W. AndersonMICHIGAN STATE UNIVERSITY

PRACTICES 2 and 3: SCIENTIFIC ACCOUNTS and their APPLICATIONSFrom stories to model-based accountsShift from why to how--purposes to mechanisms BUT lack knowledge of critical parts of systemsFrom macroscopic to hierarchy of systemsIncreased awareness of atomic-molecular and large-scale systemsBUT little success in connecting accounts at different levelsIncreasing awareness of constraints on systemsIncreasing awareness of conservation lawsBUT rarely successful in constraint-based reasoningIncreasing awareness of invisible parts of systemsIncreasing detail and complexity BUT gases, decomposers, connections between human and natural systems remain invisible

PRACTICE 4: USING SCIENTIFIC REASONING for RESPONSIBLE CITIZENSHIPEnacting personal agency on environmental issuesLimited individual agency or responsibility Understanding and evaluating arguments among expertsReliance on media and personal experienceUnidirectional connections between human and natural systemsLimited awareness of comparative scale of processes.Reconciling actions or policies with valuesGeneralized good and bad

TO DO LISTSystematic review of literatureBetter assessments - for inquiry (Practice 1)- for applications to citizenship (Practice 4)- Psychometric quality (BEAR assessment system)Understanding pre-model-based reasoning in elementary students (and all of us)- Embodied reasoning and inquiry- Storytelling and scientific accountsTeaching experiments at upper elementary, middle school, and high school levels

MORE INFORMATIONPapers, Tests, and Other Materials are Available on Our Website:

http://edr1.educ.msu.edu/EnvironmentalLit/index.htm

DISCUSSION

Richard Duschl, Rutgers UniversityMICHIGAN STATE UNIVERSITY

I have:--added a slide on reconsidering K-12 curriculum--shifted the discussion of learning progressions to research goalsI have:--added a slide on reconsidering K-12 curriculum--shifted the discussion of learning progressions to research goalsIm not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Whereas 68.3% of all students mentioned that there could be a connection between hamburger meat and a corn field in Iowa, a higher percents of all students stated that there could be a connection between a paper cup and tree (97.1%) Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.Im not sure I have the principles rightI think we could make the point about decomposers being invisible in the carbon presentation, so we wouldnt need it here.Do we still have the question about development of antibiotic resistance in bacteria in this years test? Could we use it to make the same points as the cheetah question? It would be nice to have a version that emphasizes evolution as a contemporary process.

Documents

LEARNING PROGRESSIONS TOWARD ENVIRONMENTAL LITERACY Charles W. Anderson, Ajay Sharma, Lindsey Mohan, In-Young Cho, Hui Jin, Christopher D. Wilson, John