How Chinese and American Students Construct Explanations of Carbon-Transforming Processes

Abstract

Previous studies reported a learning progression that described the development of American students' explanations of carbon-transforming processes. This study examined the validity of this learning progression for Chinese middle school students. The comparison of American and Chinese students' performances showed both similarities and differences between the two groups. They shared similar general trends in their learning progressions from simple force-dynamic accounts to scientific modelbased reasoning. Most students did not construct model-based explanations: (1) they did not trace matter and energy separately, and (2) they did not connect phenomena at the macroscopic scale to mechanisms at the cellular and atomic-molecular scale. There were some key differences. These differences might be due to culture, exam systems, or other aspects of science education in these two countries. Implications for improving science education in each country are discussed. Carbon-Transforming Processes 2 / 29 al., 2015). Students can use models as sense-making tools to help them understand the underlying scientific theory for phenomena and generate scientific explanations . Zhao et al. / Construct Explanations ofWhen students consider both visible and non-visible components in a system, they can use models as explanatory tools to identify the underlying cause and effects in the system and to generate model-based explanations connecting what happened with how and why it occurred (Gilbert, 2004). When students develop models of their ideas about the phenomena and use their models to articulate model-based explanations, their thinking becomes visible and their understanding about the phenomena deepens.