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Published articles and book chapters

2017

Miller, H. K., & Anderson, C. W. (2017). Using NGSS crosscutting concepts as a tool for climate change and citizenship education. In D. Sheperdson, A. Roychoudhury, and A. Hirsch (Eds.), Teaching and learning about climate change: A framework for educators (pp. 181-193). New York: Routledge. For a copy of this publication, please contact the author (Hannah Miller hannah.miller@jsc.edu ) or the environmental literacy project (envlit@msu.edu).

Johnson, W. R., & Anderson, C. W. (2017). Unpacking the climate change performance expectations in the Next Generation Science Standards. In D. Sheperdson, A. Roychoudhury, and A. Hirsch (Eds.), Teaching and learning about climate change: A framework for educators (pp. 106-119). New York: Routledge. For a copy of this publication, please contact the author (Wendy Johnson john3062@msu.edu ) or the environmental literacy project (envlit@msu.edu).

Anderson, C. W., and Doherty, J. (2017). Ecosystems: Interactions, energy, and dynamics. In R. Duncan, A. Rivett, and J. Krajcik (Eds.) Disciplinary core ideas in the Next Generation Science Standards. (pp. 123-144) Washington, DC: NSTA Press. For a copy of this publication, please contact the author (Andy Anderson andya@msu.edu ) or the environmental literacy project (envlit@msu.edu).

Covitt, B. A., Dauer, J. M., and Anderson, C. W. (2017). The role of practices in scientific literacy. In B. Reiser, C. Schwarz, & C. Passmore (Eds.). Bringing next generation science & engineering practices into our K-12 Classrooms: Moving beyond "knowing" science to making sense of the world. (pp. 59-84) Washington, DC: NSTA Press. For a copy of this publication, please contact the author (Beth Covitt beth.covitt@umontana.edu ) or the environmental literacy project (envlit@msu.edu).

Chen, J., Gotwals, A. W., Anderson, C. W., & Reckase, M. (2016). Measuring students’ science learning progression using ordered multiple choice, multiple true or false and constructed response Items. International Journal of Assessment Tools in Education, 3(2), 101-122. For a copy of this publication, please contact the author (Jing Chen jingchenhao@gmail.com ) or the environmental literacy project (envlit@msu.edu).

Chen, J., and Anderson, C. W. (2015). Comparing American and Chinese Students’ learning progression on carbon cycling in socio-ecological systems. Science Education International, 27(4), 129-154. For a copy of this publication, please contact the author (Jing Chen jingchenhao@gmail.com ) or the environmental literacy project (envlit@msu.edu).

2016

2015 and before

Parker, J., de los Santos, E., and Anderson, C. W. (2015, April). What learning progressions tell us about students’ ability to participate in the global climate change and biofuels debates. American Biology Teacher, 77(4), 232-238. For a copy of this publication, please contact the author (Joyce Parker parker13@msu.edu ) or the environmental literacy project (envlit@msu.edu).

Dauer, J., Doherty, J., Freed, A., and Anderson, C. W. (2014). Connections between student explanations and inquiry for plant photosynthesis and cellular respiration. CBE: Life Sciences Education, 13, 397–409. For a copy of this publication, please contact the author (Jenny Dauer jenny.dauer@unl.edu ) or the environmental literacy project (envlit@msu.edu).

Dauer, J., Miller, H. & Anderson, C. W. (2014). Conservation of energy: An analytical tool for student accounts of carbon-transforming processes. In R. Chen, A. Eisenkraft, D. Fortus, J. Krajcik, K. Neumann & A. Scheff (Eds.), Teaching and Learning of Energy in K-12 Education, pages 47-66. New York: Springer. For a copy of this publication, please contact the author (Jenny Dauer jenny.dauer@unl.edu ) or the environmental literacy project (envlit@msu.edu).

Parker, J., de los Santos, E., and Anderson, C. W. (2013). What learning progressions on carbon- transforming processes tell us about how students learn to use the laws of conservation of matter and energy. Educacion Quimica, 24(4), 399-406. For a copy of this publication, please contact the author (Joyce Parker parker13@msu.edu ) or the environmental literacy project (envlit@msu.edu).

Covitt, B. A., Harris, C. B., and Anderson, C. W. (2013, November). Evaluating scientific arguments with slow thinking. Science Scope, 37(3), 44-52. For a copy of this publication, please contact the author (Beth Covitt beth.covitt@umontana.edu ) or the environmental literacy project (envlit@msu.edu).

Jin, H., Zhan, L., and Anderson, C. W. (2013). Developing a fine-grained learning progression framework for carbon-transforming processes. International Journal of Science Education, 35(10), 1663-1697. For a copy of this publication, please contact the author (Hui Jin hjin@ets.org ) or the environmental literacy project (envlit@msu.edu).

Jin, H., and Anderson, C. W. (2012). A learning progression for energy in socio-ecological systems. Journal of Research in Science Teaching, 49(9), 1149–1180. For a copy of this publication, please contact the author (Hui Jin hjin@ets.org ) or the environmental literacy project (envlit@msu.edu).

Jin, H., & Anderson, C. W. (2012). Development and validation of assessments for a learning progression on carbon cycling in socio-ecological systems. In A. Alonzo and A. Gotwals (eds), Learning progressions in science: Current challenges and future directions, pp. 151-182. Boston: Sense Publishers. For a copy of this publication, please contact the author (Hui Jin hjin@ets.org ) or the environmental literacy project (envlit@msu.edu).

Mohan, L., Chen, J., and Anderson, C. W. (2009). Developing a multi-year learning progression for carbon cycling in socio-ecological systems. Journal of Research in Science Teaching, 46 (6), 675-698. For a copy of this publication, please contact the author (Andy Anderson andya@msu.edu ) or the environmental literacy project (envlit@msu.edu).