Teaching Energy Concepts by Working on Themes of Cultural and Environmental Value.
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| Title: | Teaching Energy Concepts by Working on Themes of Cultural and Environmental Value. |
|---|---|
| Authors: | Besson, Ugo1 ugo.besson@unipv.it, Ambrosis, Anna1 anna.deambrosisvigna@unipv.it |
| Source: | Science & Education. Jun2014, Vol. 23 Issue 6, p1309-1338. 30p. |
| Subject Terms: | *Study & teaching of force & energy, *Physics education (Secondary), *Science education research, *Teacher researchers, *Cultural values, *Secondary education, *Education, Greenhouse effect, Global warming, Environmental ethics |
| Abstract: | Energy is a central topic in physics and a key concept for understanding the physical, biological and technological worlds. It is a complex topic with multiple connections with different areas of science and with social, environmental and philosophical issues. In this paper we discuss some aspects of the teaching and learning of the energy concept, and report results of research on this issue. To immerse science teaching into the context of scientific culture and of the students' cultural world, we propose to select specific driving issues that promote motivation for the construction of science concepts and models. We describe the design and evaluation of a teaching learning path developed around the issue of greenhouse effect and global warming. The experimentation with high school students has shown that the approach based on driving issues promotes students' engagement toward a deeper understanding of the topic and favours further insight. The evolution of students' answers indicates a progressively more correct and appropriate use of the concepts of heat, radiation, temperature, internal energy, a distinction between thermal equilibrium and stationary non equilibrium conditions, and a better understanding of greenhouse effect. Based on the results of the experimentation and in collaboration with the teachers involved, new materials for the students have been prepared and a new cycle of implementation, evaluation and refinement has been activated with a larger group of teachers and students. This type of systematic and long term collaboration with teachers can help to fill the gap between the science education research and the actual school practice. [ABSTRACT FROM AUTHOR] |
| Copyright of Science & 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 96151659 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teaching Energy Concepts by Working on Themes of Cultural and Environmental Value. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Besson%2C+Ugo%22">Besson, Ugo</searchLink><relatesTo>1</relatesTo><i> ugo.besson@unipv.it</i><br /><searchLink fieldCode="AR" term="%22Ambrosis%2C+Anna%22">Ambrosis, Anna</searchLink><relatesTo>1</relatesTo><i> anna.deambrosisvigna@unipv.it</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+%26+Education%22">Science & Education</searchLink>. Jun2014, Vol. 23 Issue 6, p1309-1338. 30p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Study+%26+teaching+of+force+%26+energy%22">Study & teaching of force & energy</searchLink><br />*<searchLink fieldCode="DE" term="%22Physics+education+%28Secondary%29%22">Physics education (Secondary)</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education+research%22">Science education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+researchers%22">Teacher researchers</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+values%22">Cultural values</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br /><searchLink fieldCode="DE" term="%22Greenhouse+effect%22">Greenhouse effect</searchLink><br /><searchLink fieldCode="DE" term="%22Global+warming%22">Global warming</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+ethics%22">Environmental ethics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Energy is a central topic in physics and a key concept for understanding the physical, biological and technological worlds. It is a complex topic with multiple connections with different areas of science and with social, environmental and philosophical issues. In this paper we discuss some aspects of the teaching and learning of the energy concept, and report results of research on this issue. To immerse science teaching into the context of scientific culture and of the students' cultural world, we propose to select specific driving issues that promote motivation for the construction of science concepts and models. We describe the design and evaluation of a teaching learning path developed around the issue of greenhouse effect and global warming. The experimentation with high school students has shown that the approach based on driving issues promotes students' engagement toward a deeper understanding of the topic and favours further insight. The evolution of students' answers indicates a progressively more correct and appropriate use of the concepts of heat, radiation, temperature, internal energy, a distinction between thermal equilibrium and stationary non equilibrium conditions, and a better understanding of greenhouse effect. Based on the results of the experimentation and in collaboration with the teachers involved, new materials for the students have been prepared and a new cycle of implementation, evaluation and refinement has been activated with a larger group of teachers and students. This type of systematic and long term collaboration with teachers can help to fill the gap between the science education research and the actual school practice. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Science & 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.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11191-013-9592-7 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 1309 Subjects: – SubjectFull: Study & teaching of force & energy Type: general – SubjectFull: Physics education (Secondary) Type: general – SubjectFull: Science education research Type: general – SubjectFull: Teacher researchers Type: general – SubjectFull: Cultural values Type: general – SubjectFull: Secondary education Type: general – SubjectFull: Education Type: general – SubjectFull: Greenhouse effect Type: general – SubjectFull: Global warming Type: general – SubjectFull: Environmental ethics Type: general Titles: – TitleFull: Teaching Energy Concepts by Working on Themes of Cultural and Environmental Value. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Besson, Ugo – PersonEntity: Name: NameFull: Ambrosis, Anna IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2014 Type: published Y: 2014 Identifiers: – Type: issn-print Value: 09267220 Numbering: – Type: volume Value: 23 – Type: issue Value: 6 Titles: – TitleFull: Science & Education Type: main |
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