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The Use of History and Philosophy of Science as a Core for a Socioconstructivist Teaching Approach of the Concept of Energy in Primary Education

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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

  1. See for example Sexl (1981); Trumper (1990).

  2. See for example the work of: Arons (1999); Erlichson (1977); Penchina (1978); Sherwood (1983); Leff and Mallinckrodt (1993) and Mallinckrodt and Leff (1992).

  3. Watts (1983); Trumper (1990); Solomon (1983b).

  4. Solomon (1983a); Gilbert and Pope (1982); Watts (1983); Bliss and Ogborn (1985); Nicholls and Ogborn (1993); Ault et al. (1988).

  5. Kesidou and Duit (1993); Viennot (1979); Watts and Gilbert (1983); Watts (1983); Trumper (1993).

  6. Ault et al. (1988); Black and Solomon (1983); Watts (1983); Trumper (1997); Duit (1981).

  7. Watts (1983); Trumper (1993); Watts (1983); Black and Solomon (1983); Trumper (1993); Nicholls and Ogborn (1993); Ault et al. (1988).

  8. See for example Duit (1981); Kesidou and Duit (1993); Trumper (1990); Driver and Warrington (1985).

  9. Lemeignan and Weil-Barais (1993); Tiberghien and Megalakaki (1995).

  10. Kuhn mentions as pioneers: Mohr, Helmholtz, Liebig, Mayer, Colding and Seguin.

  11. He refers to: Joule, Colding, Verdet, Bohn, Rankine, and Akin.

  12. History of Conservation of Energy, History of Mechanical Theory of Heat, Dynamical Theory of Heat, Thermodynamics, Energetics, Force,etc.

  13. (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).

  14. (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.

  15. See for example of the works: Mathewson (1999); Mathewson (2005); Ametller and Pinto (2002); Lynch (1990); Patrick et al. (2005).

  16. Kozma (2003); Kozma and Russell (1997); Kress and van Leeuwen (1996); Pinto and Ametller (2002).

  17. Buckley (2000); Patrick et al. (2005).

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Authors and Affiliations

  1. Faculty of Primary Education, National and Kapodistrian University of Athens, 13 Androutsou, Galatsi, 11146, Athens, Greece

    Aikaterini Rizaki

  2. Faculty of Primary Education, National and Kapodistrian University of Athens, 13A, Navarinou str., 10680, Athens, Greece

    Panagiotis Kokkotas

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  1. Aikaterini Rizaki
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  2. Panagiotis Kokkotas
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Correspondence to Panagiotis Kokkotas.

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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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