Abstract
The present study should be thought as a socioconstructivist teaching approach (a teaching model) for the concept of energy in primary education. It contains important and crucial aspects of the History and Philosophy of Natural Sciences, introduces the concept of energy using the macroscopic framework of thermodynamics, takes into consideration learners’ alternative ideas or frameworks relating to energy, takes advantage of the causal and the unifying characters of energy, which have been founded on the historiographical analysis of this concept, uses energy chains as visual representations for the deep understanding of it, uses visual grammar of Kress and van Leeuwen to design energy chains and introduces a teaching methodology for this concept.
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Notes
Kuhn mentions as pioneers: Mohr, Helmholtz, Liebig, Mayer, Colding and Seguin.
He refers to: Joule, Colding, Verdet, Bohn, Rankine, and Akin.
History of Conservation of Energy, History of Mechanical Theory of Heat, Dynamical Theory of Heat, Thermodynamics, Energetics, Force,etc.
(a) conservation of vis––viva: (Descartes, Huygens, Leibniz, I. Bernoulli, D. Bernoulli, D' Alembert, Fresnel, L. Carnot) (b) dynamical theory of heat: (Bacon, Locke, Rumford, Davy, Young) (c) correlation of forces: (Rumford, Haldat, Morosi, Seguin, Placidus) (d) mechanical equivalent: (S. Carnot, Clayperon, Holtzmann, Mayer, Colding, Joule) and e) generalization of the principle: (Helmholtz, Clausius, Rankine, W. Thomson)”(www. F. Bevilacqua-ppp.unipvit, p. 99).
(a) Mayer, Joule, Golding and Helmholtz formulated the concept of energy conservation (b) Carnot, Seguin, Holtzmann and Hirn recorded their independent conviction that heat and work are quantitatively interchangeable (c) Mohr, Grove, Faraday and Liebig described the world of phenomena as manifesting a single ‘force' which could appear in electrical, thermal, dynamical and many other forms.
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Rizaki, A., Kokkotas, P. The Use of History and Philosophy of Science as a Core for a Socioconstructivist Teaching Approach of the Concept of Energy in Primary Education. Sci & Educ 22, 1141–1165 (2013). https://doi.org/10.1007/s11191-009-9213-7
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DOI: https://doi.org/10.1007/s11191-009-9213-7