An Analysis of Metaphors Used by Students to Describe Energy in an Interdisciplinary General Science Course

Lancor, Rachael

doi:10.1080/09500693.2015.1025309

Cited by 32 publications

(48 citation statements)

References 35 publications

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“…Four aspects have been identified to play a major role in understanding the energy concept: (1) Energy forms and sources, (2) energy transfer and transformation, (3) energy degradation and dissipation, and (4) energy conservation (e.g., Neumann et al, 2013;Duit, 1984;Lancor, 2015). While these four aspects are part of instruction in all disciplinary fields, the focus on them can vary substantially across different disciplinary backgrounds (Eisenkraft et al, 2014).…”

Section: Research On Students' Energy Understandingmentioning

confidence: 99%

How Do Students Understand Energy in Biology, Chemistry, and Physics? Development and Validation of an Assessment Instrument

Opitz

Neumann

Bernholt

et al. 2017

EURASIA J MATH SCI T

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Science standards of different countries introduced disciplinary core ideas and crosscutting concepts-such as energy-to help students develop a more interconnected science understanding. As previous research has mostly addressed energy learning in specific disciplinary contexts, this study targets students' cross-disciplinary understanding of energy. Since no respective test instrument was available, we present the development and validation of an instrument that can be used to compare students' progressing energy understanding across contexts from biology, chemistry, and physics. In a cross-sectional study, we administered the new instrument to N = 752 students at the end of grades 6, 8, and 10. In addition to a detailed discussion of the instrument's reliability and validity, the study findings compare progressing energy understanding in the three disciplinary contexts. With regard to energy as a crosscutting concept, the results are then used to discuss how students' energy understanding may be connected across disciplinary boundaries.

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Section: Research On Students' Energy Understandingmentioning

confidence: 99%

How Do Students Understand Energy in Biology, Chemistry, and Physics? Development and Validation of an Assessment Instrument

Opitz

Neumann

Bernholt

et al. 2017

EURASIA J MATH SCI T

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show abstract

“…According to the investigation of misconception, the first step to wipe it out is to find what is kind of perceived notion that students have [9]. Lancor [8] found that students compared energy to the soul and then students changed to another analogy due to the limitation of the soul. Finally most students gave the reasonable explanation to support their analogies.…”

Section: Discussionmentioning

confidence: 99%

“…The role of analogy is to explain the scientific model in more concrete terms, and explicitly states a functional or structural relationship between the target concept and the analogy [8]. By asking students to describe something in science class with analogy.…”

Section: Analogymentioning

confidence: 99%

“…Under this framework, the analogies were categorized by using scientific misconception because we really want to explore that how many students use their past science knowledge to explain new concept. If the students mention things that is not relevant with science or base on science logic, will be categorize as follows [8] • Preconceived notions are conceptions that base on daily life experience.…”

Section: Criteria For Analogymentioning

confidence: 99%

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The investigation of high school student’s energy concept by using analogies

Toedtanya

Wuttiprom

2017

J. Phys.: Conf. Ser.

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Alternative energy as a tool for the development of small and medium-sized enterprises in Russia L Teslyuk, A Boyarinov, N Dukmasova et al. The investigation of high school student's energy concept by using analogies K Toedtanya and S Wuttiprom* Department of Physics, Faculty of Science, Ubon Ratchathani University, Thailand, 34190Email: *sura.w@ubu.ac.thAbstract. Alternative energy tends to be more widespread in Thailand because the advanced technology, enhance the potential of equipment which becomes more economically rather than setting in laboratory likes in the past. For this reason students should understand profoundly about the characteristic of energy before they learned about alternative energy. To help students get more comprehension about the characteristic of energy, we need to investigate the idea about energy. There are three main reasons for the investigation (1) to know how students use analogy to describe characteristic of energy (2) to find out the most frequent characteristic that student used (3) to classify analogies for energy by using category of misconceptions which helped us to group students if there were any vague content in students' explanation. Students were given a task to write their analogies after doing the STEM activity (Bungee Jump) in class. The answers were categorized into four terms of scientific contexts: energy can be accounted, can change forms, can be lost and can be transferred. IntroductionEnergy education has become extremely convincing people in society because the demand of energy has been rising but the energy resources has been decreasing [4]. To teach the energy, analogies are valuable tools to explain energy in a tangible way [3]. In the present many science text books use analogies to illustrate the idea of science [5]. On the other hand analogies can show how students conceptualized the idea of energy [7]. There were the investigations about energy concept by using students' analogy. Those paper focused on students who study in different science topic or same topic with different aspects [7]. But in this paper we did both investigation and classify the students' analogies with. There were three objective (1) to know how students use analogy to describe energy characteristic analogies (2) to know the most frequent characteristic that students used (3) to classify analogies for energy by using category of misconceptions. We used analogies as tools to see what students conceptualized energy in the way that student.

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“…The greater the level of integration desired, the higher the level of collaboration required. Despite these challenges, an interdisciplinary, research-based science program has been receiving growing attention (Lancor, 2015) as interdisciplinary perspectives address the importance of the authentic, experiential and reflective nature of problem solving.…”

Section: Interdisciplinary Multimodal Modeling Activitiesmentioning

confidence: 99%

Multimodal Modeling Activities with Special Needs Students in an Informal Learning Context: Vygotsky Revisited

Kim

2017

EURASIA J MATH SCI T

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In light of the challenges facing science educators and special education teachers in Singapore, this study entails design-based research to develop participatory learning environments. Drawing upon Vygotskian perspectives, this case study was situated in an informal workshop around the theme of "day and night" working for Special Needs Students in Singapore. Moving away from traditional astronomy teaching, we aim to explore interdisciplinary multimodal modeling activities towards developing a participatory learning environment. As the main finings of this case study, the central benefits of interdisciplinary multimodal modeling activities are twofold: (1) promoting multiliteracies development using digital and multimodal resources for supporting the emotional and social experiences in developing learners' astronomical understanding; and (2) integrating learners' everyday experiences with scientific astronomical understanding for the development of higher cognitive functions. These findings emphasize the need for the cultural development of Special Needs Students.

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An Analysis of Metaphors Used by Students to Describe Energy in an Interdisciplinary General Science Course

Cited by 32 publications

References 35 publications

How Do Students Understand Energy in Biology, Chemistry, and Physics? Development and Validation of an Assessment Instrument

How Do Students Understand Energy in Biology, Chemistry, and Physics? Development and Validation of an Assessment Instrument

The investigation of high school student’s energy concept by using analogies

Multimodal Modeling Activities with Special Needs Students in an Informal Learning Context: Vygotsky Revisited

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