Presentation Transcript

1. Duit Paper

2. What is the problem? • Different “rituals” to teach energy did not work! • What are alternative approaches to energy?

3. The alternative approach • Educational Reconstruction: “Science content is not viewed as given but has to undergo certain reconstruction processes. The science content structure has to be transformed into a content structure for instruction.” How Students Learn Science Content Structure Content Structure for Instruction

4. Content Structure for Instruction of Energy:An energy framework

5. What I learned • The interplay of transformation/transfer, conservation, and degradation. • What are changing vs. what are not changing: • Change: energy manifestations (energy forms) • Not change: the amount of energy

6. Challenge of teaching the energy framework • How do we teach student to understand a large family of energy manifestations, and, at the same time, teach them the framework represented by the four facets of energy concept?

7. A learning progression based on empirical studies • A sequence of stepping stones that lead students towards a coherent understanding of the energy framework: • Being familiar with energy phenomena such as feeling energetic, activity/work, etc. • Various energy manifestations (Energy forms) • Energy transformation and transfer • Degradation • Conservation

8. Mechanisms of the Development • What are the mechanisms of the transition from a lower level to a higher level? • Conceptual differentiation • In the history of science, “heat” was an undifferentiated notion that contained aspects of heat and temperature; it differentiated into three concepts: entropy, energy, and temperature.

9. Question • A Learning Paradox: The usually highly complex set of interrelations between the concepts “defining” a particular energy concept has to be transferred into a (more or less) linear progression of facets being understandable to the learners. • You talked about transferring the framework into a linear progression. Are there alternative approaches? • Mechanisms of the development • Being familiar with energy phenomena such as feeling energetic, activity/work, etc. • Various energy manifestations (Energy forms) • Energy transformation and transfer

10. Question • Mechanisms of the development • 1. Being familiar with energy phenomena such as feeling energetic, activity/work, etc. 2. Various energy manifestations (Energy forms) 3. Energy transformation and transfer The transition from level 2 to level 3 is a transition from understanding of the entity to understanding of the changes/processes? What are students’ learning difficulties?How will students’ intuitive ideas about processes/changes affect the development from level 2 to level 3?