| Description |
1 online resource |
| Contents |
Introduction: why focus on energy instruction? / Arthur Eisenkraft, Jeffrey Nordine, Robert F. Chen, David Fortus, Joseph Krajcik, Knut Neumann, and Allison Scheff -- Part I: What should students know about energy? -- A physicist's musings on teaching about energy / Helen R. Quinn -- A space physicist's perspective on energy transformations and implications for teaching about energy conservation at all levels / Ramon E. Lopez -- Conservation of energy: an analytical tool for student accounts of carbon-transforming processes / Jenny M. Dauer, Hannah K. Miller, and Charles W. (Andy) Anderson -- Part II: What does the research say about the teaching and learning about energy? -- Teaching and learning the physics energy concept / Reinders Duit -- What knowledge and ability should high school students have for understanding energy in chemical reactions? An analysis of chemistry curriculum standards in seven countries and regions / Lei Wang, Weizhen Wang, and Rui Wei -- Developing and using distractor-driven multiple-choice assessments aligned to ideas about energy forms, transformation, transfer, and conservation / Cari F. Herrmann-Abell and George E. DeBoer -- Mapping energy in the Boston Public Schools curriculum / Robert F. Chen, Allison Scheff, Erica Fields, Pamela Pelletier, and Russell Faux -- Part III: Challenges associated with the teaching and learning of energy -- Using ideas from the history of science and linguistics to develop a learning progression for energy in socio-ecological systems / Hui Jin and Xin Wei -- Contextual dimensions of the energy concept and implications for energy teaching and learning / Xiufeng Liu and Mihwa Park -- Towards a research-informed teaching sequence for energy / Robin Millar -- Distinctive features and underlying rationale of a philosophically-informed approach for energy teaching / Nicos Papadouris and Constantinos P. Constantinou -- Repairing engineering students' misconceptions about energy and thermodynamics / Margot Vigeant, Michael Prince, and Katharyn Nottis -- Part IV: Opportunities and approaches for teaching and learning about energy -- Looking through the energy lens: a proposed learning progression for energy in grades 3-5 / Sara Lacy, R.G. Tobin, Marianne Wiser, and Sally Crissman -- Opportunities for reasoning about energy within elementary school engineering experiences / Kristen Bethke Wendell -- Launching the space shuttle by making water: the chemists view of energy / Angelica M. Stacy, Karen Chang, Janice Coonrod, and Jennifer Claesgens -- Energy in chemical systems: an integrated approach / Melanie M. Cooper, Michael W. Klymkowsky -- Energy spreading or disorder? Understanding entropy from the perspective of energy / Rui Wei, William Reed, Jiuhua Hu, and Cong Xu -- Constructing a sustainable foundation for thinking and learning about energy in the twenty-first century / Lane Seeley, Stamatis Vokos, and Jim Minstrell -- Conclusion and summary comments: teaching energy and associated research efforts / Joseph Krajcik, Robert F. Chen, Arthur Eisenkraft, David Fortus, Knut Neumann, Jeffrey Nordine, and Allison Scheff |
| Summary |
This volume presents current thoughts, research, and findings that were presented at a summit focusing on energy as a cross-cutting concept in education, involving scientists, science education researchers and science educators from across the world. The chapters cover four key questions: what should students know about energy, what can we learn from research on teaching and learning about energy, what are the challenges we are currently facing in teaching students this knowledge, and what needs be done to meet these challenges in the future? Energy is one of the most important ideas in all of science and it is useful for predicting and explaining phenomena within every scientific discipline. The challenge for teachers is to respond to recent policies requiring them to teach not only about energy as a disciplinary idea but also about energy as an analytical framework that cuts across disciplines. Teaching energy as a crosscutting concept can equip a new generation of scientists and engineers to think about the latest cross-disciplinary problems, and it requires a new approach to the idea of energy. This book examines the latest challenges of K-12 teaching about energy, including how a comprehensive understanding of energy can be developed. The authors present innovative strategies for learning and teaching about energy, revealing overlapping and diverging views from scientists and science educators. The reader will discover investigations into the learning progression of energy, how understanding of energy can be examined, and proposals for future directions for work in this arena. Science teachers and educators, science education researchers and scientists themselves will all find the discussions and research presented in this book engaging and informative.-- Provided by publisher |
| Analysis |
energiebeleid |
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energy policy |
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onderwijs |
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education |
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natuurwetenschappelijk onderwijs |
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science education |
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Education (General) |
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Onderwijs (algemeen) |
| Notes |
Print version record |
| In |
Springer eBooks |
| Subject |
Power (Mechanics) -- Study and teaching
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Force and energy -- Study and teaching
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Power resources -- Study and teaching
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Education -- Study and teaching.
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TECHNOLOGY & ENGINEERING -- Mechanical.
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Droit.
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Sciences sociales.
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Sciences humaines.
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Education -- Study and teaching
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Force and energy -- Study and teaching
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Power (Mechanics) -- Study and teaching
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Power resources -- Study and teaching
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| Form |
Electronic book
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| Author |
Chen, Robert F., editor.
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Eisenkraft, Arthur, editor.
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Fortus, David, editor
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Krajcik, Joseph S., editor.
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Neumann, Knut, 1973- editor.
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Nordine, Jeffrey, editor
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Scheff, Allison, editor
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| ISBN |
9783319050171 |
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3319050176 |
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