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Teaching and Learning of Energy in K – 12 Education

  • Robert F. Chen
  • Arthur Eisenkraft
  • David Fortus
  • Joseph Krajcik
  • Knut Neumann
  • Jeffrey Nordine
  • Allison Scheff

Table of contents

  1. Front Matter
    Pages i-ix
  2. Arthur Eisenkraft, Jeffrey Nordine, Robert F. Chen, David Fortus, Joseph Krajcik, Knut Neumann et al.
    Pages 1-11
  3. What Should Students Know About Energy?

  4. What Does the Research Say About the Teaching and Learning About Energy?

  5. Challenges Associated with the Teaching and Learning of Energy

  6. Opportunities and Approaches for Teaching and Learning About Energy

    1. Front Matter
      Pages 237-240
    2. Sara Lacy, R. G. Tobin, Marianne Wiser, Sally Crissman
      Pages 241-265
    3. Angelica M. Stacy, Karen Chang, Janice Coonrod, Jennifer Claesgens
      Pages 285-299
    4. Melanie M. Cooper, Michael W. Klymkowsky, Nicole M. Becker
      Pages 301-316
    5. Rui Wei, William Reed, Jiuhua Hu, Cong Xu
      Pages 317-335
    6. Joseph Krajcik, Robert F. Chen, Arthur Eisenkraft, David Fortus, Knut Neumann, Jeffrey Nordine et al.
      Pages 357-363
  7. Back Matter
    Pages 365-379

About this book

Introduction

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. 

Keywords

Boston Energy in Science Teaching Project chemistry education energy transfer learning progression learning science misconceptions energy physics education science education students understanding energy teaching energy teaching energy conception teaching energy conservation teaching energy forms teaching energy transformation teaching science

Editors and affiliations

  • Robert F. Chen
    • 1
  • Arthur Eisenkraft
    • 2
  • David Fortus
    • 3
  • Joseph Krajcik
    • 4
  • Knut Neumann
    • 5
  • Jeffrey Nordine
    • 6
  • Allison Scheff
    • 7
  1. 1.Environmental, Earth and Ocean SciencesUniversity of Massachusetts, BostonBostonUSA
  2. 2.Education and Human DevelopmentUniversity of Massachusetts, BostonBostonUSA
  3. 3.Weizmann Institute of ScienceRehovotIsrael
  4. 4.College of EducationMichigan State UniversityEast LansingUSA
  5. 5.Leibniz-Institute for Science and Mathematics Education (IPN)KielGermany
  6. 6.San Antonio Children's MuseumSan AntonioUSA
  7. 7.Massachusetts Department of Higher EducationBostonUSA

Bibliographic information