The Use of History and Philosophy of Science as a Core for a Socioconstructivist Teaching Approach of the Concept of Energy in Primary Education

Rizaki, Aikaterini; Kokkotas, Panagiotis

doi:10.1007/s11191-009-9213-7

Cited by 15 publications

(9 citation statements)

References 44 publications

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“…Although this teaching strategy and its assessment might yet be developed further, the outcomes obtained thus far provide a new case for the usefulness of HPS regarding energy teaching, in line with prior works (Coelho, , ; Cotignola et al, ; de Berg, ; Papadouris & Constantinou, , ; Rizaki & Kokkotas, ). They allow distinguishing and illustrating two possible contributions of HPS.…”

Section: Discussionsupporting

confidence: 78%

“…Indeed, as stressed above, we assume that HPS can help researchers better understand the meaning of energy, its key features and its role in physics, and thereby to conceive a relevant teaching strategy that considers this epistemological insight (Bächtold et al, ; Bächtold & Guedj, ). The relevance of building a teaching strategy for energy in the light of HPS has been supported, for instance, by Rizaki and Kokkotas (), who developed a teaching approach for primary school based on a “historiographical analysis,” or by Papadouris and Constantinou (, ), who proposed “philosophical informed” teaching sequences for middle school—both teams putting forward the unifying role of energy. Besides, we also assume that HPS can be used directly in classrooms to improve students' learning.…”

Section: Building a Teaching Strategy For Energymentioning

confidence: 99%

“…Following other authors (Coelho, , ; Cotignola et al, ; de Berg, ; Papadouris & Constantinou, , ; Rizaki & Kokkotas, ), we assume that history and philosophy of science (HPS) can be useful (i) for researchers to better understand the meaning of energy and its role in physics, thereby supporting the building of a relevant teaching strategy; (ii) for teachers likewise to better understand the meaning of energy and its role in physics, thereby improving their skills for teaching energy; and (iii) for students in the classrooms to better grasp some key ideas concerning energy. Based on this assumption, we performed a study in two steps.…”

Section: Introductionmentioning

confidence: 99%

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Teaching energy in high school by making use of history and philosophy of science

Bächtold

Munier

2018

J Res Sci Teach

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How to improve students' understanding of energy transformation and conservation remains one of the main challenges of energy teaching. To address this challenge, we developed a new teaching strategy suited to high school based on history and philosophy of science (HPS). It involves five key ingredients: study and reproduction of Joule's paddle-wheel experiment, introduction of Rankine's definition, study of a historical text of Joule, use of an "ID card of energy," and early introduction and multiple application of the principle of energy conservation. This strategy was built and implemented in the frame of a collaborative and iterative work involving researchers and teachers. We examined the effects of this HPS-based teaching strategy on students' understanding of energy. We used a quantitative method based on pre-and posttests (N = 95/87) completed by a qualitative analysis using both video recordings of classroom activities and videos produced by students during one of the teaching sequences. The outcomes show that the teaching strategy had an overall positive impact on students' learning of energy: in particular, Joule's paddle-wheel experiment seems to favor their understanding of the notion of energy transformation, while the early introduction and multiple application of the conservation principle appears as a relevant option to facilitate its mastering. This study illustrates how HPS might actually be introduced in classrooms and brings to light its usefulness for building new science teaching strategies.

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Section: Discussionsupporting

confidence: 78%

Section: Building a Teaching Strategy For Energymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teaching energy in high school by making use of history and philosophy of science

Bächtold

Munier

2018

J Res Sci Teach

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“…While energy cannot always be perceived, it is identified or given value through calculation . Energy in a scientific context is a fundamental idea, which is important to understand how things occur in the biological, physical, and technical realm . The purpose of this concept analysis is to analyze the concept of energy and to identify its relationship to the nursing profession.…”

Section: Energy: a Concept Analysismentioning

confidence: 99%

Energy: A concept analysis from a nursing perspective

Higbee

2017

Nurs Forum

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The term "energy" is common in day-to-day language and denotes a myriad of different meanings depending on context. Energy is one of the most significant concepts for nearly all of the sciences including nursing, and yet it continues to be ambiguously defined. This article utilizes a modified version of Walker and Avant's framework for concept analysis (2011) to identify the characteristics, attributes, and antecedents of the concept of energy and provides a practical and theoretical application to nursing. The defining attributes discussed are power, productivity, effort, and activity. Model and contrary cases are presented to better provide a representation of the concept of energy. Empirical referents or a proper measurement or assessment of energy are nonspecific and poorly defined. Opportunities for future research related to the concept of energy in nursing include implementation of new terminology or theory development.

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“…With the complexity and difficulty of the dual meaning of energy, physics teachers and physics education researchers must devise efficient teaching techniques to bridge the gap between energy in everyday language and scientific concepts as this problem does not only occur in other countries, but secondary school physics students in Malaysia are no exception to having the same difficulty (Azlinah, 2016;Fah et al, 2012;Karpudewan & Ponniah, 2016;Lay et al, 2013;Tan, 1999). Despite the fact that energy is a difficult topic to teach and study, it is always considered a minor topic in physics and scientific curricula (Goldring & Osborne, 1994;Loverude et al, 2002;Rizaki & Kokkatos, 2013;Warren, 1982).…”

Section: Introductionmentioning

confidence: 99%

Transforming Physics Content into Content Physics for Instruction through the Model of Educational Reconstruction (MER)

Ispal¹,

Ishak

2022

MJSSH

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This study discusses how to transform physics content into instructional content using the Model of Educational Reconstruction (MER). The MER is a popular method of lesson design because it gives equal attention to the content of physics to be learned other than students’ cognitive, affective, and learning processes. This model is from the German-Didaktik tradition, which is influenced by constructivism and is nearly unknown in Malaysia. According to this perspective, knowledge is derived through human reconstruction, and every young learner has intuitive knowledge prior to entering a formal classroom. As a result, in order to meet students’ needs in a balanced manner, teachers must elementarize physics content and integrate it with students’ alternative conceptions. This study focused on energy concepts to determine how effective MER is. With the complexity and difficulty of the dual meaning of energy, physics teachers must devise efficient teaching techniques to bridge the gap between energy in everyday language and scientific concepts. Thus, the researchers evaluated 15 significant papers to determine scientists’ understanding of energy; interviewed 12 secondary school physics students to get their alternative conceptions; and re-analyzed 23 earlier studies on the same topic. This paper is exclusively on natural concepts and energy fundamentals, and it found physicists and students had a significant understanding gap. As a result, the contradiction in understanding of the energy concepts must be applied to the development of an energy lesson plan by narrowing the gap between physicists’ and students’ understanding.

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The Use of History and Philosophy of Science as a Core for a Socioconstructivist Teaching Approach of the Concept of Energy in Primary Education

Cited by 15 publications

References 44 publications

Teaching energy in high school by making use of history and philosophy of science

Teaching energy in high school by making use of history and philosophy of science

Energy: A concept analysis from a nursing perspective

Transforming Physics Content into Content Physics for Instruction through the Model of Educational Reconstruction (MER)

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