Notice bibliographique
- Notice
Type(s) de contenu et mode(s) de consultation : Texte noté : électronique
Titre(s) : Teaching and learning of energy in K-12 education [Texte électronique] / Robert F. Chen, Arthur Eisenkraft, David Fortus, Joseph Krajcik, Knut Neumann, Jeffrey Nordine, Allison Scheff, editors
Publication : Cham ; New York : Springer, [2014]
Description matérielle : 1 online resource
Note(s) : Print version record.
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
Autre(s) auteur(s) : Chen, Robert F.. Fonction indéterminée
Eisenkraft, Arthur. Fonction indéterminée
Fortus, David. Fonction indéterminée
Krajcik, Joseph S.. Fonction indéterminée
Neumann, Knut (1973-....). Fonction indéterminée
Nordine, Jeffrey. Fonction indéterminée
Scheff, Allison. Fonction indéterminée
Sujet(s) : Énergie mécanique -- Étude et enseignement
Énergie -- Étude et enseignement
Ressources énergétiques -- Étude et enseignement
Sciences sociales
Sciences humaines
Indice(s) Dewey :
621.042 (23e éd.) = Génie énergétique
Identifiants, prix et caractéristiques : ISBN 9783319050171
Identifiant de la notice : ark:/12148/cb44675688m
Notice n° :
FRBNF44675688
(notice reprise d'un réservoir extérieur)
Table des matières : Introduction ; A Physicist's Musings on Teaching about Energy ; A Space Physicist's
Perspective on Energy Transformations and Implications for Teaching about Energy at
All Levels ; Conservation of Energy: An Analytical Tool for Student Accounts of Carbon-Transforming
Processes ; Developing Energy Conception of Students in Chemistry: Research on the
Learning and Teaching of Energy ; Teaching and Learning the Physics Energy Concept
; Mapping Energy in the Boston Public Schools Curriculum ; Developing and Using
Distractor-Driven Multiple-Choice Assessments Aligned to Ideas about Energy Forms,
Transformation, Transfer, and Conservations ; Towards a Research-Informed Teaching
Sequence for Energy ; Contextual Dimensions of the Energy Concept and Implications
for Energy Teaching and Learning ; A Tale of Two Energies: What Do History, Language,
and Research Tell Us about Students' Understanding of Energy? ; Distinctive Features
and Underlying Rationale of a Philosophically-Inform
