Middle school students' use of the energy concept to engage in new learning: What ideas matter?

IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jeffrey Nordine, Marcus Kubsch, David Fortus, Joseph Krajcik, Knut Neumann
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Abstract

One reason for the widespread use of the energy concept across the sciences is that energy analysis can be used to interpret the behavior of systems even if one does not know the particular mechanisms that underlie the observed behavior. By providing an approach to interpreting unfamiliar phenomena, energy provides a lens on phenomena that can set the stage for deeper learning about how and why phenomena occur. However, not all energy ideas are equally productive in setting the stage for new learning. In particular, researchers have debated the value of teaching students to interpret phenomena in terms of energy forms and transformations. In this study, we investigated how two different approaches to middle school energy instruction—one emphasizing energy transformations between forms and one emphasizing energy transfers between systems—prepared students to use their existing energy knowledge to engage in new learning about a novel energy-related phenomenon. To do this, we designed a new assessment instrument to elicit student initial ideas about the phenomenon and to compare how effectively students from each approach learned from authentic learning resources. Our results indicate that students who learned to interpret phenomenon in terms of energy transfers between systems learned more effectively from available learning resources than did students who learned to interpret phenomena in terms of energy forms and transformations. This study informs the design of introductory energy instruction and approaches for assessing how students existing knowledge guides new learning about phenomena.

Abstract Image

初中生利用能量概念进行新学习:哪些想法很重要?
能量概念在各门科学中得到广泛应用的原因之一是,即使人们不知道观察到的行为背后的特定机制,也可以利用能量分析来解释系统的行为。通过提供一种解释陌生现象的方法,能量提供了一个观察现象的视角,可以为深入学习现象发生的方式和原因奠定基础。然而,并非所有的能量思想都能为新的学习创造条件。特别是,研究人员一直在争论教学生从能量形式和转化的角度解释现象的价值。在本研究中,我们调查了初中能源教学的两种不同方法--一种强调形式之间的能量转化,另一种强调系统之间的能量传递--如何帮助学生利用已有的能源知识,对一种与能源有关的新现象进行新的学习。为此,我们设计了一个新的评估工具,以激发学生对这一现象的初步想法,并比较每种方法的学生从真实学习资源中学习的效果。我们的结果表明,与学习从能量形式和转化角度解释现象的学生相比,学习从系统间能量传递角度解释现象的学生从现有学习资源中学习的效果更好。这项研究为能源入门教学的设计以及评估学生现有知识如何指导新现象学习的方法提供了参考。
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来源期刊
Journal of Research in Science Teaching
Journal of Research in Science Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.80
自引率
19.60%
发文量
96
期刊介绍: Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.
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