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Duit Paper. What is the problem?. Different “rituals” to teach energy did not work! What are alternative approaches to energy?. The alternative approach.

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Presentation Transcript
what is the problem
What is the problem?
  • Different “rituals” to teach energy did not work!
  • What are alternative approaches to energy?
the alternative approach
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

what i learned
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
challenge of teaching the energy framework
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?
a learning progression based on empirical studies
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
mechanisms of the development
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.
question
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
question1
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?