<p> A Cross-cultural study: Comparing learning progression for Carbon-Transforming Process of Americna and chinses Student Hui Jin, Li Zhan, Charles W. Anderson ENVIRONMENTAL LITERACY Michigan State University</p><p>RESEARCH QUESTIONS:  How do K-12 students from the US and China reason about carbon-transforming processes?  How do American and Chinese students progress with respect to reasoning about carbon- transforming processes from elementary to high school? </p><p>FINDINGS 1. revised learning progression framework Explaining Progress Variable Naming Progress Variable Level 4. Linking carbon- Level 4. MATTER: scientifically appropriate names for both Linking transforming processes at Scientific reactants and products; both gases and solids/liquids processes with atomic-molecular, statements named as material reactants or products matter and macroscopic, and global ENERGY: all forms of energy involved in the energy as scales with matter and chemical change; heat as byproduct constraints energy as constraints Level 3. Link macro-processes with Level 3. MATTER (organic molecules): glucose, C6H12O6, Changes of change of molecules and/or Scientific monosaccharide, glycogen, lipid, ATP, ADP, Molecules and energy forms at atomic- words of carbohydrate, hydrocarbon, octane; Energy Forms molecular or global scale, organic ENERGY (bonds, energy forms): C-C bond, C-H with but cannot successfully molecules, bond, light energy, kinetic energy (American version), Unsuccessful conserve matter/energy. energy electrical energy, chemical energy, heat energy Constraints forms, and PROCESS (chemical reaction): cellular respiration chemical (American version), combustion (American version), change oxidation, light reaction, dark reaction Level 2.5. MATTER: Fat, sugar, starch, organic matter, carbon, Easier molecule, atom scientific ENERGY: stored energy, motion energy/动能 Level 2. Link macro-processes with words with PROCESS: photosynthesis, Force- unobservable mechanisms mixed decomposition/decomposer, chemical reaction/change, dynamic or hidden actors (e.g., meanings 燃烧，呼吸作用 accounts with decomposer), but the focus OTHERS: chloroplast hidden is on enablers, actors, Level 2. MATTER: carbon dioxide, oxygen, nutrients, gas (as mechanisms abilities, and results rather Hidden in gas, liquid, and solid), than transformation of mechanism ENERGY: calories, electricity matter and energy. words PROCESS: digestion, digest, digestive system, break down OHTERS: bacteria, fungi, micro organisms), cell, power plants Level 1.5. ACTOR: organs (e.g., lung, stomach, heart, etc.), Level 1. Describe macro-processes Easier machine parts (e.g., engine, cylinder, piston), material Macroscopic in terms of the action-result hidden ENABLER: fuels (e.g., gasoline, diesel, oil, coal, force-dynamic chain: the actor use mechanism petroleum), heat accounts enablers to accomplish its words goals; the interactions between the actor and its Level 1. ACTOR: body parts (e.g., leaves, roots, leg, etc.) enablers are like Words about ENABLER: water, air, sunlight, food (e.g., food, milk, macroscopic physical actors, bread, etc.), bugs, wind, lighter, etc. push-and-pull that does not enablers, RESULT: strong, healthy, grow, run, warm, etc. involve any change of and results matter/energy. 2. Distribution Graphs for Interview</p><p>(Red Dash Line: explaining; Blue Line: naming) (Y: Percentage of account units; X: Level)</p><p>CONTACT US: Environmental Literacy Research Project http://edr1.educ.msu.edu/EnvironmentalLit/index.htm [email protected], [email protected], [email protected]</p>