Representing energy. I. Representing a substance ontology for energy

Scherr, Rachel E.; Close, Hunter G.; McKagan, Sarah B.; Vokos, Stamatis

doi:10.1103/physrevstper.8.020114

Cited by 89 publications

(121 citation statements)

References 39 publications

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“…Recently, there has been an increasing interest in how science education may take advantage of conceptual metaphor (e.g. Amin, 2009;Amin, Jeppsson, Haglund, & Strömdahl, 2012;Brookes & Etkina, 2007;Jeppsson, Haglund, Amin, & Strömdahl, 2013;Niebert, Marsch, & Treagust, 2012;Scherr, Close, McKagan, & Vokos, 2012) and conceptual blending (Podolefsky & Finkelstein, 2007).…”

Section: Another Important Practical Question Is At What Stage Of Teamentioning

confidence: 99%

Collaborative and self-generated analogies in science education

Haglund

2013

Studies in Science Education

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It has long been recognised that analogies may be a useful tool in science education. At the same time, it has been found that there are challenges to using analogies in teaching. For example, students might not identify a suitable analogy, might not recognise how the taught target domain is similar to the source domain to which it is compared, or may fail to realise where the analogy breaks down. The present study offers a review of two trends which reflect the ambition to come to terms with such challenges: self-generated analogies, making use of students own analogies in teaching, and; analogy generation in collaborative settings, such as in small group work. Empirical studies show predominately positive results with regards to students' enjoyment and learning gains, and point to opportunities for formative assessment. The specificities of language in conjunction with analogy and the role of analogies in authentic science classroom discourse are suggested as areas of study that deserve more attention going forward.

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Section: Another Important Practical Question Is At What Stage Of Teamentioning

confidence: 99%

Collaborative and self-generated analogies in science education

Haglund

2013

Studies in Science Education

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“…Energy Theater represents energy as being conserved, emplaced, and changing form; it explicitly shows energy as being located in objects [24], flowing among objects, and accumulating in objects; and it is a dynamic representation, able to show processes as they unfold as well as ''snapshots'' of energy at specific instants. These are the features of an energy model that promote detailed tracking of energy transfers and transformations in complex realworld processes [3,4]. Learners work together to negotiate this representation of the energy dynamics in a particular scenario with an end goal of enacting the representation in a final performance for their peers.…”

Section: Energy Theatermentioning

confidence: 99%

“…These features constitute a powerful conceptual model of energy that may be used to explain and predict energy phenomena [17][18][19][20][21][22]. Though this metaphor has limitations [18,23], its benefits for our specific instructional goals outweigh its possible disadvantages [3].…”

Section: Energy Theatermentioning

confidence: 99%

“…We structure our energy instruction around a substance metaphor for energy, which supports a model of energy as conserved, localized, transferring among objects, and transforming among forms [3,4]. These features constitute a powerful conceptual model of energy that may be used to explain and predict energy phenomena [17][18][19][20][21][22].…”

Section: Energy Theatermentioning

confidence: 99%

“…Our goals for energy learning are specific to our population of learners and include conceptual understanding, sociopolitical relevance, creative flexibility, and representational competence. Our progress toward some of these goals is reported elsewhere [3][4][5][6][7][8][9][10]. This paper focuses on conceptual learning of physics content, which is a primary need of elementary and secondary teachers [11][12][13].…”

Section: Introductionmentioning

confidence: 99%

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Negotiating energy dynamics through embodied action in a materially structured environment

Scherr

et al. 2013

Phys. Rev. ST Phys. Educ. Res.

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We provide evidence that a learning activity called Energy Theater engages learners with key conceptual issues in the learning of energy, including disambiguating matter flow and energy flow and theorizing mechanisms for energy transformation. A participationist theory of learning, in which learning is indicated by changes in speech and behavior, supports ethnographic analysis of learners' embodied interactions with each other and the material setting. We conduct detailed analysis to build plausible causal links between specific features of Energy Theater and the conceptual engagement that we observe. Disambiguation of matter and energy appears to be promoted especially by the material structure of the Energy Theater environment, in which energy is represented by participants, while objects are represented by areas demarcated by loops of rope. Theorizing mechanisms of energy transformation is promoted especially by Energy Theater's embodied action, which necessitates modeling the time ordering of energy transformations.

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Aligning Coordination Class Theory With a New Context: Applying a Theory of Individual Learning to Group Learning

Barth-Cohen

Wittmann

2017

Science Education

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This article presents an empirical analysis of conceptual difficulties encountered and ways students made progress in learning at both individual and group levels in a classroom environment in which the students used an embodied modeling activity to make sense of a specific scientific scenario. The theoretical framework, coordination class theory, has primarily been used to capture individual learning in interview settings, and here it is applied to analytically capture both individual and group learning in a complex classroom environment. Classrooms of ninth‐grade earth science students used the position of their bodies to model a specific scientific concept, the steady‐state energy of the earth. The students encountered difficulties aligning their understanding of the scientific concept with the models. Subsequently, they changed their models in specific ways that better aligned their understanding of the scientific concept with their newly modified model. The theory is utilized to describe learning by both individuals and the group in this classroom environment and shows how a single student's contribution can dramatically affect the model and subsequent learning. Implications suggest new ways in which the theory may be useful for designing learning environments.

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Representing energy. I. Representing a substance ontology for energy

Cited by 89 publications

References 39 publications

Collaborative and self-generated analogies in science education

Collaborative and self-generated analogies in science education

Negotiating energy dynamics through embodied action in a materially structured environment

Aligning Coordination Class Theory With a New Context: Applying a Theory of Individual Learning to Group Learning

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