2015 and before
Parker, J., de los Santos, E., and Anderson, C. W. (2015, April). Learning progressions and climate change. American Biology Teacher, 77(4), 232-238.
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).