Teaching and learning about energy in New Zealand secondary school junior science classrooms

Carr, Margaret; Kirkwood, Valda

doi:10.1088/0031-9120/23/2/003

Cited by 30 publications

(18 citation statements)

References 2 publications

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“…Apart from these two students, no one used this description to explain the law of conservation. These findings are consistent with Carr and Kirkwood's (1988) and Trumper's (1990) study which indicate that the law of energy conservation is understood as saving fuel or energy sources. The law of energy conservation states that the total energy of an isolated system always stays the same.…”

Section: Existing Ideas Of the Law Of Energy Conservationsupporting

confidence: 91%

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Science Education in International Contexts

Cheng¹,

So²

2011

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Section: Existing Ideas Of the Law Of Energy Conservationsupporting

confidence: 91%

“…Obviously, the social issues affect learning about energy in school; students seem to understand the law of energy conservation as saving energy (Duit, 1984;Solomon, 1985;Carr & Kirkwood, 1988;Trumper, 1990). Electrical energy is related to everyone's experience.…”

Section: Introductionmentioning

confidence: 99%

Science Education in International Contexts

Cheng¹,

So²

2011

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“…The lessons described in this paper demonstrate the ability of robotics to provide new and varied representations of disciplinary content in these STEM subjects. Specifically, students' difficulties with energy related concepts, [17][18][19][20][21][22] misconceptions of biological adaptation, 23 and lack of pattern recognition skills [30][31][32][33] prompted the development of these lessons.…”

Section: Resultsmentioning

confidence: 99%

“…This issue cannot be easily addressed using traditional pedagogical techniques, however, by integrating robotics technology into the curriculum, teachers can create an engaging and visual representation of such a system. Heron, Michelini, and Stefanel, 20 support Carr and Kirkwood's 21 proposal that the teaching of energy concepts should be supported with examples in which observable changes are apparent, such as a suspended object falling from higher to lower positions. This avoids misunderstandings inherent in purely static 20 examples.…”

Section: Energy-forms Transformations and Conservationmentioning

confidence: 95%

“…In response to increasingly significant personal, social, and environmental impacts of energy usage, a fair amount of recent research [17][18][19][20][21][22] has focused on the difficulties in teaching abstract concepts of energy. Heron, Michelini, and Stefanel 20 argue that a major challenge in constructing lessons addressing energy concepts is Page 26.1679.5…”

Section: Energy-forms Transformations and Conservationmentioning

confidence: 99%

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Using Robotics as the Technological Foundation for the TPACK Framework in K-12 Classrooms

Brill¹,

Listman²,

Kapila³

2015 ASEE Annual Conference and Exposition Proceedings

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was selected for a three-year term as a Senior Faculty Fellow of NYU-SoE's Othmer Institute for Interdisciplinary Studies. His scholarly activities have included 3 edited books, 7 chapters in edited books, 1 book review, 55 journal articles, and 109 conference papers. He has mentored 1 B.S., 16 M.S., and 4 Ph.D. thesis students; 31 undergraduate research students and 11 undergraduate senior design project teams; over 300 K-12 teachers and 100 high school student researchers; and 18 undergraduate GK-12 Fellows and 59 graduate GK-12 Fellows. Moreover, he directs K-12 education, training, mentoring, and outreach programs that currently enrich the STEM education of over 1,100 students annually. ) to produce the conceptual framework of "technological pedagogical content knowledge" (TPACK 2 ). Specifically, the TPACK framework emphasizes teachers' use of technology to assist students in comprehending content which may be pedagogically challenging. This framework consists of three domains: technology-, pedagogy-, and content-knowledge, and it includes the relationship each makes with one another. Technology, a product of applied science and engineering, is broadly defined to include technological artifacts and the system of knowledge domains, processes, techniques, skills, tools, and organizations to design, produce, and operate such artifacts. 3,4 In this work, we use technology to refer to the authentic and unique tools, techniques, skills, and knowledge of applied science and engineering, which are used by practicing scientists and engineers and can be appropriately adapted to promote learning in a classroom setting. Moreover, pedagogy refers to the different theories associated with effective teaching and learning methods as well as the assessment of student learning. 1,2Finally, content refers to the fundamental concepts, theoretical principles, and organization frameworks of a discipline treated in the learning environment. By exploiting the synergistic interactions among the three knowledge domains of technology, pedagogy, and classroom content, the TPACK framework can allow technology to be used as an effective pedagogical tool for creating and presenting novel representations of disciplinary knowledge that are more readily accessible to students.In this paper, we consider the use of the LEGO Mindstorms EV3 robotics kit to allow teachers to create unique and varied representations of disciplinary content in science and math. The use of robotics in the classroom can generate excitement and encourage participation in STEM learning for a wide range of students. Thus, this paper considers a novel instantiation of TPACK with robotics through three illustrative examples of classroom lessons in physics, biology, and math. Whereas previous TPACK research has focused on teachers' readiness to implement technology, 6 suggested qualitative assessment tools, 7,8 and potential criteria to assess the implementation, 8 this paper puts these concepts into practice, providing descriptions of three lessons, including the ra...

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Beyond constructivism

Osborne¹

1996

Sci. Ed.

155

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Teaching and learning about energy in New Zealand secondary school junior science classrooms

Cited by 30 publications

References 2 publications

Science Education in International Contexts

Science Education in International Contexts

Using Robotics as the Technological Foundation for the TPACK Framework in K-12 Classrooms

Beyond constructivism

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