What we have done before

1. Consistency in Students’ Accounts of Carbon-transforming ProcessesHui JinThe Ohio State UniversityCharles W. AndersonMichigan State University

2. What we have done before • A learning progression framework for energy and causal reasoning in socio-ecological systems

3. Instrument: Clinical Interviews

4. Instrument: Written Assessments • The grape you eat can help you move your little finger. • Please describe how one glucose molecule from the grape provides energy to move your little finger. • Do you think the SAME glucose molecule can also help you to maintain your body temperature, when it is used to provide energy to move your finger? • How do the foods you eat help you move your finger?

5. Data Sources • Students of two elementary teachers (4th grade), two middle school teachers (7th and 8th grade), and two high school teachers (9th and 11th grade). The schools are located in suburban and rural areas in Michigan. • We conducted interview and written assessments twice in order to provide the variety of students’ responses.

6. The Learning Progression Framework • Students rely on different entities to explain what causes change in socio-ecological events: • Level 1. natural ability • Level 2. vital power • Level 3. beginning energy concept • Level 4. scientific energy concept • At each level, students demonstrate different performance in Association (what things are and are not energy) and Tracing (what happens to energy during the event). • Association: from broad association to gradually restricted association. • Tracing: from incomplete tracing to complete and successful tracing.

7. Level 1. Natural Ability Association: Associate energy with emotions, feelings, and actions of actors and enablers. Tracing: Trace cause-effect chain

8. Level 2. Vital Power Association: Associate energy with properties and structure of enablers Tracing: Trace energy back to enablers

9. Level 3. Beginning Energy Concept Association: Associate energy with energy indicators including organic molecules, but do not distinguish between energy forms and organic molecules. Tracing: Matter-energy conversion; Trace energy without degradation

10. Level 4. Scientific Energy Concept Association: Associate energy with a limited number of energy indicators. Tracing: Trace energy separately from matter and with degradation.

11. An Unresolved Problem • Are the different levels in the learning progression: • Coherent “theories” that students of different ages have about what causes events to happen and the role of energy • “Knowledge in pieces,” loose collections of metaphors that students use to build their explanations

12. What are we doing now? Consistency of Students’ Accounts

13. Research Questions • Association: To what extent do individual students demonstrate consistent performance in associating entities (natural ability, vital power, energy) with different aspects of carbon-transforming processes? • Tracing: To what extent do individual students demonstrate consistent performance in tracing entities (natural ability, vital power, energy)?

14. Data Sources & Data Analysis • Data Sources: 48 interviews • Data Analysis: • Six Account Units: • TG (Tree Growth), BG (Baby Girl Growth), GR (Girl Running), TD (Tree Decaying), FB (Flame Burning), and CR (Car Running). • Each Account Unit is analyzed in terms of three units of coding: • ENENABLER: Questions about how energy enabler helps the actor to grow or move and how energy change in the event & Responses to these questions --- Association; Tracing • ENSOURCES: Questions about where energy comes from & Responses to these questions. --- Association • ENSTORED: Questions about where energy is stored & Responses to these questions. --- Association

15. Data Analysis ENENABLER: How does sunlight helps the tree to grow? Where does light energy go when it is used by the tree? --- Association; Tracing ENSOURCES: What are energy sources for the tree? Does sunlight provide energy? Does water/air/soil provide energy? Why do you think it has energy? --- Association TG: Tree Growth ENSTORED: Where does the tree store energy in its body? Do you think that the tree is made of cells/molecules? Do you think energy could be in cells/molecules? --- Association BG: Baby Girl Growth

16. Data Analysis

17. Patterns of Consistency of Reasoning • Three patterns of consistency of reasoning: • Reasoning at single level: The account unit only contains indicators of one level. • Synthetic reasoning framework: The account unit contains indicators of two or more levels and the indicators (elements of reasoning) are synthesized into a coherent framework. • Apparently inconsistent reasoning: The account unit contains indicators of two or more levels. There is no evidence in the account unit that the student makes the indicators compatible.

18. Example 1. Apparently Inconsistent Reasoning (Association Performance)

19. Example 1. Apparently Inconsistent Reasoning (Association Performance)

20. Example 1. Apparently Inconsistent Reasoning (Association Performance)

21. Example 2. Synthetic Reasoning Framework (Tracing)

22. Summary and Future Work • Summary • Students may not connect school science with their everyday life experience and therefore tell about two different stories about the events. • Students may integrate their naïve reasoning and school science knowledge and therefore generate many misconceptions. • Future Work • Generate graphs that show percentage of different consistency patterns • Analyze written data and see if there are similar patterns.