Our society is currently having serious debates about sources of energy and global climate change. But do students (and the public) have the requisite knowledge to engage these issues as informed citizenry? The learning-progression research summarized here indicates that only 10% of high school students typically have a level of understanding commensurate with that called for in the Next Generation Science Standards. The learning-progression research shows how most students fall short of being able to trace matter and energy through carbon-transforming processes such as photosynthesis, respiration, and combustion that are at the center of analyses of energy use and global climate change. We discuss the more typical types of understanding that students develop and their implications for teaching.
You have requested a machine translation of selected content from our databases. This functionality is provided solely for your convenience and is in no way intended to replace human translation. Neither BioOne nor the owners and publishers of the content make, and they explicitly disclaim, any express or implied representations or warranties of any kind, including, without limitation, representations and warranties as to the functionality of the translation feature or the accuracy or completeness of the translations.
Translations are not retained in our system. Your use of this feature and the translations is subject to all use restrictions contained in the Terms and Conditions of Use of the BioOne website.
Vol. 77 • No. 4