a cross-cultural study: comparing learning progression for carbon-transforming processes of american...
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A Cross-cultural Study: Comparing Learning Progression for Carbon-Transforming Processes of American and Chinese Students
2010 NARST PresentationWritten by:Hui Jin, Li Zhan, and Charles W. Anderson (Michigan State University)
Culturally relevant ecology, learning progressions and environmental literacyLong Term Ecological Research Math Science Partnership
April 2010Disclaimer: This research is supported by a grant from the National Science Foundation: Targeted Partnership: Culturally
relevant ecology, learning progressions and environmental literacy (NSF-0832173). 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.
A Cross-cultural Study: Comparing Learning Progression for Carbon-Transforming Processes of American and
Chinese StudentsHui Jin Li Zhan
Charles W. AndersonMichigan State University
Research Questions
How do K-12 students from the US and China reason about carbon-transforming process?
How do American and Chinese students progress? How are their progress patterns similar or different?
What could be possible factors that affect students’ progress patterns?
Culture and Education in US and China1. Language
Language: Both English and Chinese have implicit theories of cause and action—force-dynamic reasoning (Pinker, 2007; Dai, 2005)
Result: Tree growthResult: Tree growth
Sunlight
Air
Soil Water
Culture and Education in US and China2. Educational Approach
Educational Approach Due to the pressure from entrance examinations, Chinese teachers
use much more written assessments with students. Classroom teaching is concentrated on practice for examinations.
Interview protocol
Interview protocol: two set of Interview questions to uncover students intuitive accounts:
Lower-level Questions:
What does the tree need in order to grow?
You said that the tree needs air to grow. Then how does air help the tree to grow?
Do you think that the air will change into other materials inside the tree’s body?
The tree gets heavier as it grows. How does that happen?
Follow-up Higher-level Questions:
If the student mentions glucose/starch/sugar/cellulose/carbohydrates, ask: Do you think it contains carbon atoms? If yes, where does that carbon atom come from?
If the student associate sunlight with energy, ask: Where does the light energy go? Do you think it is used up, becomes other things, or else?
Research Participants
China -- 24 students 8 elementary school students, 8 middle school students and 8 high school
students from urban school
Level Number School
Elementary 8 Two rural public schools
Middle 8 Two rural public schools
High 8 One is math and science centerAnother one is rural public school
US -- 24 students 8 elementary school students, 8 middle school students and 8 high school students
Level Number School
Elementary 8 Urban school (low socioeconomic)
Middle 8 Rural school
High 8 Urban school (selective school)
Data Analysis
Step 1: Develop the coding rubrics—exemplar worksheet
Step 2: Use rubric to code data and conduct reliability check (Eight graduate students coded American data; The first two authors coded Chinese data).
Step 3: Generate distribution graphs to depict learning trajectories
Explaining Progress Variable (nature of the accounts): The performance of using specific reasoning patterns to construct the accounts
Naming Progress Variable: The performance of verbatim reproduction of vocabulary.
Naming and Explaining as Progress Variables
Pattern: Discrepancy of Development (Secondary Level)
Organic molecules
Energy forms Chemical Processes
Chinese Accounts
glucose, carbohydrateglycogenmonosaccharide
light energyelectrical energykinetic/motion energy (动能 , Level 2.5)chemical energy
oxidationcellular respiration (呼吸作用 , Level 2.5)combustion (燃烧 , Level 2.5)light reaction, dark reaction
American Accounts
glucose cellulose
Light energykinetic energy
combustion
Pattern: Discrepancy of Development (Elementary Level)
Chinese elementary school interview
American elementary school pre interview
Both Chinese and American elementary school students tend toward Level 1 in explaining performance
NamingExplaining
Pattern: Discrepancy of Development (Example)
Naming Level 2; Explaining Level 1Girl Running: Chinese interview (4th grader)
Researcher: Ok. So, how does the food help her to run? LJQ: The foods provide nutrients to make her body strong. Then she can run. Researcher: Do you think air can help her to run? LJQ: Yes. We inhale carbon dioxide and carbon dioxide has nutrients in it. Researcher: Ok. Do you think the carbon dioxide will change when it goes into the girl's body? LJQ: [Silence]Researcher: That's fine. Let's look at the other picture.
Naming Level 3; Explaining Level 2Baby Girl Growth: Chinese interview (6th grader)
Researcher: Could you talk more about the process of digestion? XYW: The useful and nutritious materials of food are extracted and separated from useless materials. Useless materials are expelled outside of the body. … … Researcher: Where does that energy come from? XYW: It comes from food. Food has starch. That's carbohydrates. The body absorbs them. That provides people energy. Researcher: What do you mean by carbohydrates? XYW: Like rice has starch. Researcher: Do you think water is also carbohydrate? XYW: It seems water is not. Researcher: Why? XYW: Human body needs six important classes of substances. Water and carbohydrates are in different classes. Researcher: Ok. Do you think carbohydrates are composed of atoms or molecules? XYW: I don't know.
Pattern: Discrepancy of Development (Example 2)
Implication
Although American and Chinese students came from different cultural and educational contexts, they tended to rely on similar intuitive reasoning patterns (force-dynamic) to account for environmental events.
Intensive science learning in Chinese schools helps students to memorize scientific vocabulary but does not effectively help them to develop scientific reason
Environmental Literacy Research Project
Environmental Literacy Research Project: http://edr1.educ.msu.edu/EnvironmentalLit/index.htm
Jing Chen, Kennedy Onyacha, Hamin Beak, Jonathon Schramm, Jennifer Doherty, Dante Cisterna from Michigan State University; Karen Draney, Mark Wilson, Jinnie Choy, Yongsang Lee from University of California, Berkeley