University Student Conceptual Resources for Understanding Energy

Autor/inn/en	Sabo, Hannah C.; Goodhew, Lisa M.; Robertson, Amy D.
Titel	University Student Conceptual Resources for Understanding Energy
Quelle	In: Physical Review Physics Education Research, 12 (2016) 1, S.010126-1 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
DOI	10.1103/PhysRevPhysEducRes.12.010126
Schlagwörter	Energy; Science Instruction; Introductory Courses; Physics; Pedagogical Content Knowledge; Concept Formation; College Students; Scientific Concepts; Misconceptions; Learning Theories; Educational Resources; Teaching Methods; Illinois; Maryland; Pennsylvania; Texas; Washington + Suchen Sie Ihr Suchwort? Energie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs; Physik; Pädagogische Kompetenz; Concept learning; Begriffsbildung; Collegestudent; Missverständnis; Learning theory; Lerntheorie; Bildungsmittel; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	We report some of the common, prevalent conceptual resources that students used to reason about energy, based on our analysis of written responses to questions given to 807 introductory physics students. These resources include, for example, associating forms of energy with indicators, relating forces and energy, and representing energy quantitatively. This research responds to a need for large-scale, resources-oriented research on students' conceptual understanding and has the potential to support the development of an underexplored dimension of pedagogical content knowledge-knowledge of student "resources" for understanding energy. Our aim is to promote instructor take-up of the resources theory of knowledge, and we suggest a number of ways in which instructors might capitalize on the resources we report. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01