View in EDS HTML Full Text PDF Full Text

Supporting Students in Using Energy Ideas to Interpret Phenomena: The Role of an Energy Representation.

Saved in:
Bibliographic Details
Title: Supporting Students in Using Energy Ideas to Interpret Phenomena: The Role of an Energy Representation.
Authors: Kubsch, Marcus1 (AUTHOR) kubsch@leibniz-ipn.de, Nordine, Jeffrey1 (AUTHOR), Fortus, David2 (AUTHOR), Krajcik, Joseph3 (AUTHOR), Neumann, Knut1 (AUTHOR)
Source: International Journal of Science & Mathematics Education. Dec2020, Vol. 18 Issue 8, p1635-1654. 20p.
Subject Terms: *Middle school students, *School children, Energy consumption, Energy transfer
Abstract: In the sciences, energy is an important idea to get insight into phenomena, as energy can help to reveal hidden systems and processes. However, students commonly struggle to use energy ideas to interpret and explain phenomena. To support students in using energy ideas to interpret and explain phenomena, a range of different graphical representations are commonly used. However, there is little empirical research regarding whether and how these representations actually support students' ability to use energy ideas. Building on common ways of representing energy transfer, we address this issue by exploring whether, and if so how, a specific representation called the energy transfer model (ETM) supports middle school students' interpretation of phenomena using the idea of energy transfer. We conducted an interview study with N = 30 8th grade students in a quasi-experimental setting and used qualitative content analysis to investigate student answers. We found evidence that students who construct an ETM when making sense of phenomena consider the role of energy transfers between systems more comprehensively, i.e., they reason about hidden processes and systems to a larger extent than students who do not construct an ETM. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 146390415
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Supporting Students in Using Energy Ideas to Interpret Phenomena: The Role of an Energy Representation.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kubsch%2C+Marcus%22">Kubsch, Marcus</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kubsch@leibniz-ipn.de</i><br /><searchLink fieldCode="AR" term="%22Nordine%2C+Jeffrey%22">Nordine, Jeffrey</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fortus%2C+David%22">Fortus, David</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Krajcik%2C+Joseph%22">Krajcik, Joseph</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Neumann%2C+Knut%22">Neumann, Knut</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Science+%26+Mathematics+Education%22">International Journal of Science & Mathematics Education</searchLink>. Dec2020, Vol. 18 Issue 8, p1635-1654. 20p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Middle+school+students%22">Middle school students</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Energy+consumption%22">Energy consumption</searchLink><br /><searchLink fieldCode="DE" term="%22Energy+transfer%22">Energy transfer</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In the sciences, energy is an important idea to get insight into phenomena, as energy can help to reveal hidden systems and processes. However, students commonly struggle to use energy ideas to interpret and explain phenomena. To support students in using energy ideas to interpret and explain phenomena, a range of different graphical representations are commonly used. However, there is little empirical research regarding whether and how these representations actually support students' ability to use energy ideas. Building on common ways of representing energy transfer, we address this issue by exploring whether, and if so how, a specific representation called the energy transfer model (ETM) supports middle school students' interpretation of phenomena using the idea of energy transfer. We conducted an interview study with N = 30 8th grade students in a quasi-experimental setting and used qualitative content analysis to investigate student answers. We found evidence that students who construct an ETM when making sense of phenomena consider the role of energy transfers between systems more comprehensively, i.e., they reason about hidden processes and systems to a larger extent than students who do not construct an ETM. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=146390415
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10763-019-10035-y
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 1635
    Subjects:
      – SubjectFull: Middle school students
        Type: general
      – SubjectFull: School children
        Type: general
      – SubjectFull: Energy consumption
        Type: general
      – SubjectFull: Energy transfer
        Type: general
    Titles:
      – TitleFull: Supporting Students in Using Energy Ideas to Interpret Phenomena: The Role of an Energy Representation.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Kubsch, Marcus
      – PersonEntity:
          Name:
            NameFull: Nordine, Jeffrey
      – PersonEntity:
          Name:
            NameFull: Fortus, David
      – PersonEntity:
          Name:
            NameFull: Krajcik, Joseph
      – PersonEntity:
          Name:
            NameFull: Neumann, Knut
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Text: Dec2020
              Type: published
              Y: 2020
          Identifiers:
            – Type: issn-print
              Value: 15710068
          Numbering:
            – Type: volume
              Value: 18
            – Type: issue
              Value: 8
          Titles:
            – TitleFull: International Journal of Science & Mathematics Education
              Type: main
ResultId 1