Teaching “energy transformation” through open inquiry: the case of the rolling cylinders

Rizk, Nadya, Taylor, Subhashni, Taylor, Neil, and Sharma, Manjula (2018) Teaching “energy transformation” through open inquiry: the case of the rolling cylinders. Teaching Science, 64 (4). pp. 18-21.

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Energy is one of the most complex yet central concepts taught in schools and is featured in the Australian Science Curriculum, as one of the six key organising ideas (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2015). The literature portrays a multitude of complications associated with teaching energy (see Millar, 2005 for a discussion of major issues). From our perspective, a key factor that contributes to the complexity of teaching and learning about energy is the early introduction of this concept, at the primary level. This creates a situation where primary teachers need to devise approaches to teaching energy that are essentially qualitative, thus matching the developmental needs of their students, but without oversimplifying the essential quantitative nature of the concept (Heron, Michelini, & Stefanel, 2009). In junior secondary, energy is developed further extending into energy transfers and gradually into the quantitative.

Item ID: 58927
Item Type: Article (Scholarly Work)
ISSN: 1839-2946
Date Deposited: 21 Jan 2020 21:19
FoR Codes: 13 EDUCATION > 1301 Education Systems > 130105 Primary Education (excl Maori) @ 50%
13 EDUCATION > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy @ 50%
SEO Codes: 93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930102 Learner and Learning Processes @ 50%
93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 50%
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