Diagnostic Testing of Science Concepts K-16
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Transcript of Diagnostic Testing of Science Concepts K-16
Diagnostic Testing of Science Concepts K-16
2007 ESA/SER Joint Meeting2007 ESA/SER Joint Meeting
Brook J. Wilke, Christopher D. Wilson Brook J. Wilke, Christopher D. Wilson & Charles W. (Andy) Anderson & Charles W. (Andy) Anderson
Environmental Science LiteracyEnvironmental Science Literacy
• The capacity to understand and participate in evidence-based discussions of socio-ecological systems.
• What scientific knowledge and practices should all students learn that will give them the capacity to be environmentally responsible citizens?
Environmental Science LiteracyEnvironmental Science Literacy
• Only a few students can explain basic processes in environmental systems, leaving them poorly prepared to see connections among the actions we take, the environmental system services we depend on, and our collective future.
LTER Socio-Ecological Research
Collins et al. 2007. ISSE.
Environmental Literacy “Loop” Diagram
Environmental Literacy “Loop” Diagram
Current Science Curriculum
Ranking Systems
Put the following items in the boxes below, going from the smallest to the largest. Population, Gene, Species, DNA, Ecosystem, Dog, Chromosome
Environmental Literacy “Loop” Diagram
Curriculum with Focus on Environmental Literacy
Students will be Consumers, Voters, Workers, Volunteers, Advocates & Learners
Environmental Literacy Topics
• Biodiversity: foods and land for living, settlement and management for production, processes that create, sustain, and reduce biodiversity
• Carbon: foods and fuels, global climate change, processes that produce, transform, and oxidize organic carbon
• Water: fresh water, water management, processes that move and distribute water, processes that alter water composition (data not included in presentation)
• Citizenship: Practices of making decisions about human actions that use environmental system services or have environmental impact.
Learning Progressions
• Many standards and curricula contain too many disconnected topics that are given equal priority. Too little attention is given to how students’ understanding of a topic can be supported and enhanced from grade to grade. As a result, topics receive repeated, shallow coverage with little consistency, which provides fragile foundation for further knowledge or growth.
Taking Science to School (National Academy of Sciences, 2007)
– Learning progressions describe the complicated ways in which students reason about content over broad periods of time.
– Incorporating how students reason about topics over time will improve the quality of ecological education, helping us establish curricula and standards that lead to ecological literacy
Levels of Achievement
We use seven levels of achievement to map out students’ progress:
Levels 1-3: Stories about events. Students make sense of the world by telling stories about events that they see and hear, with little awareness of systems or hidden mechanismsLevel 4: School science narratives. Students include atoms, molecules, and large-scale systems in their stories, but they cannot use scientific models and principles to “complete the socio-ecological loop”Levels 5-7: Model-based reasoning about socio-ecological systems. Students use scientific models and principles to complete the loop, connecting human social and economic systems and issues with environmental systems and issues.
Biological Diversity and Change over Time in Environmental Systems
Processes within Populations
Processes within Communities
Processes that create
biodiversity
Mutation, sexual recombination
Colonization by new species
Processes that sustain
biodiversity
Life cycles, reproduction.
Relationships between populations.
Processes that reduce
biodiversity
Natural selection, human selection
Natural successionHuman management.
Genetic Variation
• Very few students ever mentioned more than one possible source of phenotypic variation.
• Genetic variation was only common as an answer when environmental variation could be ruled out.
Genetic VariationFarmers often use pesticides to help prevent insects from eating their crops. Over time, the insects slowly become resistant to these pesticides, and so the farmers have to use different pesticides to protect their crops. Tell a story about how the insects become resistant to the pesticides.
Level Change over Time
Level 5
Model-based accounts across
scales
When the crops are sprayed some bugs are killed but some may live and when the living mate they will give their kids genes to help them survive through the pesticides so the bugs adapt to the pesticides and because the bugs reproduce fast and don’t live long it doesn't take long for them to adapt to the pesticides.
Level 4
School science narratives of
systems
As the bugs live in and around these pesticides, their immunity to it becomes stronger, and this immunity becomes stronger as they pass them down to their young in genes.
Level 2
Narrative descriptions of systems at the macroscopic
scale
Their bodies try to fight off the pesticides. Once they figure out how to fight them it's easy for them to fight so the pesticides no longer work.
Pesticide Resistance
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5
10
15
20
25
30
35
40
45
1 2 3 4 5
Level of Achievement
% o
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Carbon
Events We Have Asked About
• Plant growth• Animal growth and weight loss• People exercising• Food chains and webs• Energy pyramids• What happens to food after you eat it.• Decay of plants, animals, people• Burning matches and candles• Automobiles using gasoline• Global Warming
Carbon
Level 5 Reasoning about the Carbon Cycle
Combustion, cellular respiration
Photosynthesis
Matter: CO2 & H2O Matter: Organic matter & O2
Biosynthesis, digestion, food webs, fossil fuel formation
Movement of CO2, H2O, and minerals
Energy: Sunlight
Energy: Chemicalpotential energy
Energy: Work& heat
Carbon
Percentage of high school students giving Level 5 responses:
Approximately 2-5%
Carbon
What Makes Level 5 Reasoning Hard?• Connecting scales
– Different macroscopic events are explained by common atomic-molecular processes
– Different macroscopic events are connected in large-scale systems
• Basic chemistry– Atoms of gases can be rearranged into solid and liquid
molecules– Chemical identities of substances and classes of
substances• Understanding the power of models
– One model can generate stories of many different events
Carbon
Level 3 Reasoning about the Carbon Cycle
Animals
Plants
Carbon dioxide
Oxygen
Decay
Plants
Nutrients Food chains
SunlightThe oxygen-carbon
dioxide cycle
Energy sources for plants: sunlight, nutrients, water
Energy sources for animals: food,
water
Decomposers don’t need energy
Carbon
Some Characteristics of Level 3 Reasoning
• Focus on macroscopic events and systems• Separate stories about different events• Stories of gases are separate from stories of
solids and liquids• Energy as conditions or materials needed to
make something happen
Oxidation of Organic Carbon Engineered Systems
01020304050607080
0 1 2 3 4 5
High School
Middle School
Elementary School
What happens to a match when it burns? What happened to the gasoline when a car is empty? How could using gasoline affect global warming? What make materials energy-rich?
Level of Achievement
% o
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swer
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CitizenshipQuestion: You go through the lunch line at school and see that they are serving hamburgers. Where did the hamburgers come from? The ground beef in the hamburger patties wasn’t always ground beef. It wasn’t even always beef. Fill in the table with your ideas about what it was and where it came from before it came to the school cafeteria. Trace the beef back as you can.
What was it? Where did it come from?
Ground beef in hamburger in the school cafeteria
Before that…
Before that…
Before that…
Before that…
Before that…
Trends From Younger to Older Students
• Awareness of Systems and Processes: From Visible to Invisible (small- and large-scale systems, invisible mechanisms, gases)
• Precision in Measurement and Description: From Impressions to Data (trust and accuracy in measurement, scientific terms, categories, data representation)
• Nature of Accounts: From Stories and Procedures to Models Constrained by Principles (changing balance between stories and models, using principles to constrain and connect models, distinguishing models from observations and patterns)
Overall Conclusions
Very few American high school students do better than Level 4 when they try to explain basic processes in environmental systems, such as watersheds, invasive species, plant growth, combustion, and decay. This leaves them poorly prepared to see connections among the actions we take, the environmental system services we depend on, and our collective future.
Website: http://edr1.educ.msu.edu/EnvironmentalLit/index.htm
Thank You
Major Contributors
•Lindsey Mohan, Chris Wilson, Beth Covitt, Kristin Gunckel, Blakely Tsurusaki, Hui Jin, Jing Chen, Hasan Abdel-Kareem, Rebecca Dudek, Josephine Zesaguli, Hsin-Yuan Chen, Brook Wilke, Ed Smith, Jim Gallagher, and Edna Tan at Michigan State University
•Phil Piety at the University of Michigan
•Mark Wilson, Karen Draney, Jinnie Choi, and Yong-Sang Lee at the University of California, Berkeley.
•National Science Foundation for funding the Environmental Literacy Project, LTER and the GK-12 Program
Website: http://edr1.educ.msu.edu/EnvironmentalLit/index.htm