Teaching Energy Informed by the History and Epistemology of the Concept with Implications for Teacher Education

Bächtold, Manuel; Guedj, Muriel

doi:10.1007/978-94-007-7654-8_8

Cited by 20 publications

(25 citation statements)

References 48 publications

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“…These possibilities have already been discussed by several authors in recent decades (among many others, Collins and Shapin 1989;Matthews 1994;Millar and Osborne 1998;Solbes and Traver 2003;Höttecke et al 2012;Alvarez-Lire et al 2013;Bächtold and Guedj 2014;de Berg 2014;Garcia-Martinez and Izquierdo-Aymerich 2014). Matthews (1992) highlights, for instance, the following contributions brought by HPS to science education:…”

Section: Why and Which Hps In Science Education?mentioning

confidence: 87%

“…It can aid the learning of scientific concepts by illustrating how they were historically developed by the scientific community, including the analysis of historical data, instruments and experiments (such as seen in Bächtold and Guedj 2014;Besson 2014;Levrini 2014). On the other hand, it can foster discussions about NOS (as seen in Develaki 2012;de Berg 2014;Taylor and Hunt 2014;Fouad et al 2015), including its epistemic nature (such as theories, models and evidence), inquiry aspects (such as methods, experimentation and instrumentation, data collection and interpretation) and its socio-institutional dimension (such as peer reviewing processes, certification of knowledge, collaborative work and ethics and economy in science).…”

Section: Why and Which Hps In Science Education?mentioning

confidence: 99%

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Different People in Different Places

Gandolfi

2018

Sci & Educ

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This article presents the results of an exploratory study of students' knowledge about scientists and countries' contributions to science, aiming at answering two research questions: BIn which ways are students aware of the history of scientific development carried out by different people in different places of the world? What can be influencing and shaping their awareness?^Thus, this study aimed at depicting students' knowledge about History of Science (HOS), focusing on what they know about science being done by people and communities from different parts of the world and on how this knowledge is constructed through their engagement with school science. An exploratory research was carried out at two multicultural state secondary schools in London, UK, involving 200 students aged 12-15 (58.5% girls, 41.5% boys) and five science teachers. The method involved an initial exploration of students' knowledge about HOS through an open-ended survey, followed by classroom-based observations and semi-structured interviews with the participants. Results showed a disconnection between remembering scientists and knowing about their work and background, hinting at an emphasis on illustrative and decontextualised approaches towards HOS. Additionally, there was a lack of diversity in these students' answers in terms of gender and ethnicity when talking about scientists and countries in science. These findings were further analysed in relation to their implications for school science and for the fields of HOS, science education and public perception of science.

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Section: Why and Which Hps In Science Education?mentioning

confidence: 87%

Section: Why and Which Hps In Science Education?mentioning

confidence: 99%

Different People in Different Places

Gandolfi

2018

Sci & Educ

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“…In accordance with Papadouris and Constantinou (2011), we view them complementary to the non-epistemological disciplinary aspects that mainly focus on the properties of energy as it is conceptualized and defined, like energy forms, transfer, conservation, and degradation (see, e.g., Duit 2013). NETC, in this sense, refers to understanding the nature of the concept as being a theoretical construct, as well as the purpose the concept of energy serves in being a universal framework that bears great predictive power (see Bächtold and Guedj 2014)-rather than to understanding and applying the disciplinary aspects of energy for problem solving. In order to value energy as a concept that is important both in science and in everyday life, students should understand that (1) energy is a universal concept in a sense that it can be applied to a broad variety of phenomena, and (2) energy is a theoretical concept that has been brought up by scientists, rather than having been developed, but which nevertheless holds great value due to its explanatory power (Papadouris and Constantinou 2011).…”

Section: Understanding the Nature Of Energy As A Theoretical Conceptmentioning

confidence: 99%

“…This concept was selected because (a) it has been argued that that energy instruction should also take into account its epistemology (e.g., the universal nature of the concept, as well as its predictive power; Bächtold and Guedj 2014;Papadouris and Constantinou 2011) and (b) there already exists some first evidence that addressing NOS helps in understanding such epistemic aspects (Papadouris and Constantinou 2014).…”

Section: Introductionmentioning

confidence: 99%

Nature of Science and Science Content Learning

Michel

Neumann

2016

Sci & Educ

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Besides viewing knowledge about the nature of science (NOS) as important for its own value with respect to scientific literacy, an adequate understanding of NOS is expected to improve science content learning by fostering the ability to interrelate scientific concepts and, thus, coherently acquire scientific content knowledge. However, there is a lack of systematic investigations, which clarify the relations between NOS and science content learning. In this paper, we present the results of a study, conducted to investigate how NOS understanding relates to students' acquisition of a proper understanding of the concept of energy. A total of 82 sixth and seventh grade students received an instructional unit on energy, with 41 of them receiving generic NOS instruction beforehand. This NOS instruction, however, did not result in students having higher scores on the NOS instrument. Thus, correlational analyses were performed to investigate how students' NOS understanding prior to the energy unit related to their learning about science content. Results show that a more adequate understanding of NOS might relate to students' perspective on the concept of energy and might support them in understanding the nature of energy as a theoretical concept. Students with higher NOS understanding, for example, seemed to be more capable of learning how to relate the different energy forms to each other and to justify why they can be subsumed under the term of energy. Further, we found that NOS understanding may also be related to students' approach toward energy degradation-a concept that can be difficult for students to master-while it does not seem to have a substantive impact on students' learning gain regarding energy forms, transformation, or conservation. Sci & Educ (2016) 25:951-975

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“…[1]. La mayoría de las investigaciones se han desarrollado en los niveles pre-universitarios [2,3], y pocos estudios se han llevado a cabo en el nivel universitario [4,5].…”

Section: Introductionunclassified

Ideas de los estudiantes universitarios sobre las relaciones trabajo y energía en Mecánica en cursos introductorios de Física

Gutiérrez-Berraondo¹,

Zuza

Zavala

et al. 2017

Rev. Bras. Ensino Fís.

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Physics Education Research c b Licença Creative Commons Ideas de los estudiantes universitarios sobre las relaciones trabajo y energía en Mecánica en cursos introductorios de FísicaUniversity students' ideas on the relations between work and energy in Mechanics in introductory Physics coursesJose Las relaciones entre trabajo y energía continúan siendo fuentes de problemas de enseñanza/aprendizaje en los cursos introductorios de física a nivel universitario, ya que implican conceptos abstractos y habilidades de metodología científica. Teniendo en cuenta los estudios anteriores en la literatura, el objetivo principal de esta contribución es identificar y documentar las dificultades específicas que los estudiantes muestran al pensar y razonar sobre la aplicación del concepto de trabajo, y la relación entre trabajo y energía en sistemas aislados. Esta investigación consiste en el análisis de respuestas a un cuestionario trabajo-energía administrado a estudiantes de los cursos introductorios de física de la Universidad del País Vasco. Se presentan los resultados de cuatro preguntas planteadas a los alumnos donde se demuestra que, después de la instrucción, los estudiantes siguen teniendo problemas en calcular el producto escalar en la definición de trabajo y que una buena parte de estudiantes tiene dificultades en establecer relaciones correctas entre el trabajo realizado por una fuerza externa al sistema y la variación de energía del sistema. Al final se establecen las conclusiones generales del trabajo donde se hacen recomendaciones al instructor e investigador. Palabras clave: Investigación en enseñanza de la física en universidad, Principio Generalizado del Trabajo y la Energía, trabajo, aprendizaje de los estudiantes.Relations between work and energy are still a source of teaching-learning problems in the first years of university introductory physics courses since they involve abstract concepts and skills of scientific methodology. Considering the previous studies in the literature, the main objective of this contribution is to identify and document specific difficulties that students show while thinking and reasoning about the relation between work and energy in isolated systems. This research consists in the analysis of answers to a work-energy questionnaire administered to students taking introductory physics courses at the University of the Basque Country (Spain). The results of four questions presented to the students show that, after the instruction, students still have problems calculating the scalar product in the definition of work, and that a good portion of students have difficulties in establishing correct relations between the work done by an external force to the system and the energy variation of the system. At the end, general conclusions of this contribution are established where recommendations are made to the instructor and researcher.

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Teaching Energy Informed by the History and Epistemology of the Concept with Implications for Teacher Education

Cited by 20 publications

References 48 publications

Different People in Different Places

Different People in Different Places

Nature of Science and Science Content Learning

Ideas de los estudiantes universitarios sobre las relaciones trabajo y energía en Mecánica en cursos introductorios de Física

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