Towards a Learning Progression of Energy

Autor/inn/en	Neumann, Knut; Viering, Tobias; Boone, William J.; Fischer, Hans E.
Titel	Towards a Learning Progression of Energy
Quelle	In: Journal of Research in Science Teaching, 50 (2013) 2, S.162-188 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21061
Schlagwörter	Science Instruction; Energy; Learning Processes; Science Curriculum; Concept Formation; Scientific Concepts; Comprehension; Grade 6; Grade 8; Grade 10; Age Differences; Foreign Countries; Test Construction; Secondary School Science; Data Analysis; Germany + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Energie; Learning process; Lernprozess; Concept learning; Begriffsbildung; Verstehen; Verständnis; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Age; Difference; Age difference; Altersunterschied; Ausland; Testaufbau; Auswertung; Deutschland
Abstract	This article presents an empirical study on an initial learning progression of energy, a concept of central importance to the understanding of science. Learning progressions have been suggested as one vehicle to support the systematic and successful teaching of core science concepts. Ideally, a learning progression will provide teachers with a framework to assess students' level of understanding of a core concept and to guide students towards a more sophisticated level of understanding. Taking existing research as a point of departure, developing a learning progression involves recurring cycles of empirical validation and theoretical refinement. In this article, we report about our efforts in working towards a learning progression of energy. First, we derived an initial learning progression by utilizing existing curriculum, research on students' understanding, and development of students' understanding of energy. Second, we used these sources of guidance to develop a robust measurement instrument, the Energy Concept Assessment (ECA), based on multiple choice questions. Third, we utilized this instrument to assess the understanding of "N"?=?1,856 students from three different grade levels, Grades 6, 8, and 10. Findings provided evidence that students from Grade 6 mostly obtain an understanding of energy forms and energy sources. Students of Grade 8 additionally demonstrate an understanding of energy transfer and transformation, whereas only students of Grade 10, and then only some of these students, achieve a deeper understanding of energy conservation. We discuss the implications of our findings against the background of existing research on students' understanding of energy. Finally, further steps in working towards a learning progression of energy are identified. (Contains 4 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10