Refining a Learning Progression of Energy

Autor/inn/en	Yao, Jian-Xin; Guo, Yu-Ying; Neumann, Knut
Titel	Refining a Learning Progression of Energy
Quelle	In: International Journal of Science Education, 39 (2017) 17, S.2361-2381 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yao, Jian-Xin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1381356
Schlagwörter	Science Instruction; Scientific Concepts; Energy; Teaching Methods; Concept Formation; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; Environmental Influences; Institutional Characteristics; Foreign Countries; Science Tests; Questionnaires; Statistical Analysis; China + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Energie; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Environmental influence; Umwelteinfluss; Ausland; Fragebogen; Statistische Analyse
Abstract	This paper presents a revised learning progression for the energy concept and initial findings on diverse progressions among subgroups of sample students. The revised learning progression describes how students progress towards an understanding of the energy concept along two progress variables identified from previous studies--key ideas about energy and levels of conceptual development. To assess students understanding with respect to the revised learning progression, we created a specific instrument, the Energy Concept Progression Assessment (ECPA) based on previous work on assessing students' understanding of energy. After iteratively refining the instrument in two pilot studies, the ECPA was administered to a total of 4550 students (Grades 8-12) from schools in two districts in a major city in Mainland China. Rasch analysis was used to examine the validity of the revised learning progression and explore factors explaining different progressions. Our results confirm the validity of the four conceptual development levels. In addition, we found that although following a similar progression pattern, students' progression rate was significantly influenced by environmental factors such as school type. In the discussion of our findings, we address the non-linear and complex nature of students' progression in understanding energy. We conclude with illuminating our research's implication for curriculum design and energy teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01