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ENERGY SUMMIT DEVELOPING A FRAMEWORK FOR THE TEACHING AND LEARNING OF ENERGY. eSummit Important Ideas. George Deboer , Angy Stacy, Jeff Nordine, Holger Wendlandt , Jenny, Roger Tobin, Nicole Becker. Instructions.
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ENERGY SUMMIT DEVELOPING A FRAMEWORK FOR THE TEACHING AND LEARNING OF ENERGY eSummit Important Ideas George Deboer, Angy Stacy, Jeff Nordine, HolgerWendlandt, Jenny, Roger Tobin, Nicole Becker
Instructions • Using the information from the white boards on agreements, your task is to come up with the five most important ideas and why they are important. • Please record your group ideas in the subsequent slides. When you are done, delete this instructions slide. • Structure • 15 min to individually read and reflect on the Common Ideas handout • 1 hour 15 min to discuss as a group and create PowerPoint • At the end of the session, Bob Geier will come to your group and copy your PowerPoint to a flash drive.
Need to identify authentic phenomena We heard this – loudly – from the teachers This will help clarify the language and ground subsequent theoretical discussion As a society, we must figure out what we will do about energy resources This is what science and science teaching as fields
Crossover of energy ideas between disciplines • We can specify a small set of ideas (e.g., transfer, transformation, conservation, dissipation) • We need bridging materials to help teachers and students talk about the basic ideas of energy using the phenomena relevant to their disciplines. • Why do we believe this? • We know of studies which reveal that even very young students have a sense of dispersion • You can’t understand one idea fully without the other, and each of these ideas are central to each discipline
Identify appropriate sequences of development There could be – and almost certainly are – more than one. We hear from teachers teachers that they need to have a sense of what is a good representation of energy at different ages Which intermediate ideas/language will be problematic later and which will not be? We do not agree on whether it is acceptable to use scientifically inaccurate terminology at any point during the progression.
Energy is a model to analyze complex systems • We understand that there is a connection between models and energy, and we believe that we need to identify age-appropriate models to help kids interpret evidence that they can connect with and understand. • Teaching energy as a model that gets built over a long period of time.
