Transforming energy instruction in middle school to support integrated understanding and future learning.

Autor/inn/en	Nordine, Jeffrey; Krajcik, Joseph; Fortus, David
Titel	Transforming energy instruction in middle school to support integrated understanding and future learning.
Quelle	In: Science education, 95 (2011) 4, S. 670-699Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.20423
Schlagwörter	Begriffsbildung; Sekundarstufe I; Sekundarstufe II; Unterrichtsmethode; Naturwissenschaftlicher Unterricht; Energie; Energieerhaltung; Physikunterricht; Alltagsbezug; Konzept; Konzeptentwicklung
Abstract	Energy is a fundamental unifying concept of science, yet common approaches to energy instruction in middle school have shown little success with helping students develop their naïve ideas about energy into more sophisticated understandings that are useful for making sense of their experiences. While traditional energy instruction often focuses on simple calculations of energy in idealized systems, we developed a new middle school energy unit that focuses qualitatively on the energy transformations that occur in everyday, nonidealized, systems. In this article, we describe our approach to energy instruction and report the effects this approach had on students' energy conceptions, ability to perform on distal criterion-referenced assessments, and preparation for future energy-related learning. Results indicate that during instruction, students' energy conceptions progress from a set of disconnected ideas toward an integrated understanding that is organized around the principle of transformation, and that these more integrated conceptions both boost students' ability to make sense of everyday phenomena and lay the groundwork for more efficient and meaningful energy-related learning in the future.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2013/2