Students' use of the energy model to account for changes in physical systems

Abstract

The aim of this study is to explore the ways in which students, aged 11–14 years, account for certain changes in physical systems and the extent to which they draw on an energy model as a common framework for explaining changes observed in diverse systems. Data were combined from two sources: interviews with 20 individuals and an open‐ended questionnaire that was administered to 240 students (121 upper elementary school students and 119 middle school students). We observed a wealth of approaches ranging from accounts of energy transfer and transformation to responses identifying specific objects or processes as the cause of changes. The findings also provide evidence that students do not seem to appreciate the transphenomenological and unifying nature of energy. Students' thinking was influenced by various conceptual difficulties that are compounded by traditional science teaching; for instance, students tended to confuse energy with force or electric current. In addition, the comparison between the responses from middle school students and those of elementary school students demonstrates that science teaching and maturation appeared to have a negligible influence on whether students had constructed a coherent energy model, which they could use consistently to account for changes in certain physical systems. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 444–469, 2008

Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective

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Linking the components of a university program to the qualification profile of graduates: The case of a sustainability‐oriented environmental science curriculum

“…Instruction in the selected environmental system involves the integration and combination of the knowledge of various scientific disciplines necessary for understanding complex environmental problems. This entails a strong focus on modeling complex systems since learning to model systems is closely related to acquiring a scientific system's understanding and allows for the quantitative scientific description of past, present, and future processes (e.g., Marshall & Carrejo, 2008;Papadouris, Constantinou, & Kyratsi, 2008). For example, courses in the atmosphere system cover atmospheric dynamics based on physical and chemical processes and their interactions, ranging from the molecular to regional and global scales and from short-lived phenomena to changes over millions of years (e.g., turbulences, weather forecasting, climate change, and paleoclimatology).…”

Goals for teacher learning about energy degradation and usefulness

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