Format:
Online-Ressource (IX, 379 p. 35 illus., 16 illus. in color, online resource)
ISBN:
9783319050171
Series Statement:
SpringerLink
Content:
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.
Note:
Description based upon print version of record
,
Acknowledgements; Contents; Chapter 1: Introduction: Why Focus on Energy Instruction?; 1.1 Realizing the Need for a Summit; 1.2 Structure of the Summit; 1.2.1 Goals and Participants; 1.2.2 Surfacing and Discussing Ideas; 1.2.3 Teacher Voices and a Second Summit for Teachers; 1.3 Organization of This Book; References; Part I What Should Students Know About Energy?; Chapter 2: A Physicist's Musings on Teaching About Energy; 2.1 Introduction; 2.2 The Particle Physicist's View of Energy; 2.3 Descriptions of Various Types of Energy; 2.3.1 Thermal Energy; 2.3.2 Chemical Energy
,
2.3.3 Mechanical and Electrical Energy2.3.4 Conservation of Mass?; 2.3.5 Energy Flows (Convection, Conduction and Radiation); 2.3.6 Nuclear Energy; 2.4 Key Energy Concepts for K-12 Science Education; 2.4.1 Only Changes in Energy Matter (Who Cares How Much You Have if Most of It Is Not Negotiable); 2.4.2 Any Change in Energy Is Balanced by Some Other Change in Energy (You Can't Make or Destroy Energy, Only Move It Around); 2.4.3 Energy Availability Governs What Can Happen (You Can't Do Anything Without Energy); 2.4.4 Energy Tends to Spread Itself Around as Much as Possible
,
2.5 When and How Can Students Learn About Energy?References; Chapter 3: A Space Physicist's Perspective on Energy Transformations and Some Implications for Teaching About Energy Conservation at All Levels; 3.1 Introduction; 3.2 Magnetic Reconnection: Energy in Fields; 3.3 The Energy Transport Equation in Magnetohydrodyamics: Energy Conservation and Transfer; 3.4 Conclusions; References; Chapter 4: Conservation of Energy: An Analytical Tool for Student Accounts of Carbon-Transforming Processes; 4.1 Introduction; 4.2 A Key Goal: Using Energy Conservation as an Analytical Tool
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4.3 Challenges and Instructional Supports4.3.1 Understanding the Purpose of the Concept of Energy; 4.3.1.1 Developing a Sense of Necessity About Energy Conservation; 4.3.1.2 Quasi-quantitative Representations of Energy; 4.3.2 Identifying Forms of Energy in Living Systems; 4.3.3 Tracing Energy Separately from Matter; 4.4 Conclusion; References; Part II What Does the Research Say About the Teaching and Learning About Energy?; Chapter 5: Teaching and Learning the Physics Energy Concept; 5.1 Introduction; 5.2 Energy - A Core Physics Concept; 5.2.1 On the Energy Concept in Physics
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5.2.2 Four Basic Ideas of the Energy Concept5.2.3 On the Nature of the Four Basic Ideas; 5.2.4 On the Relation of the Four Basic Ideas to Standards and Instruction; 5.3 Conceptualizations of Energy; 5.3.1 Energy Is an Abstract Accounting Quantity; 5.3.2 Energy Is the Ability to Do Work; 5.3.3 Energy Is the Ability to Cause Changes; 5.3.4 Energy Is the Ability to Produce Heat; 5.3.5 Energy Is a General Kind of Fuel; 5.3.6 The Conceptualist and the Materialist Distinction; 5.3.7 Energy Is a Substance-Like Quantity; 5.3.8 Energy Forms; 5.4 Findings of Studies on Teaching and Learning Energy
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5.4.1 On the State of Research in the Early 1990s
Additional Edition:
ISBN 9783319050164
Additional Edition:
Erscheint auch als Druck-Ausgabe Teaching and learning of energy in K-12 education Cham : Springer, 2014 ISBN 9783319050164
Additional Edition:
ISBN 3319050168
Language:
English
Subjects:
Engineering
,
Physics
,
Education
Keywords:
Energie
;
Unterricht
;
Konferenzschrift
DOI:
10.1007/978-3-319-05017-1
