Learning Progression for Japanese Elementary Students’ Reasoning about Ecosystems

Abstract

The purpose of this study is to elucidate how the Japanese students’ reasoning about ecosystems of first through sixth grade students differs across grades using learning progressions (LPs) approach. This study was conducted through oral interviews. Structured interviews were conducted with 12 students from first through sixth grade. The results of this study suggested that the first through sixth grade students’ reasoning of differs by their grade level, specifically, that their reasoning about ecosystems improves as they move to upper grades.