Journal article
Energy as a substancelike quantity that flows: Theoretical considerations and pedagogical consequences
Physical review special topics. Physics education research, v 7(2), p020106
22 Sep 2011
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Utilizing an energy-as-substance conceptual metaphor as a central feature of the introductory physics curriculum affords students a wealth of conceptual resources for reasoning about energy conservation, storage, and transfer. This paper first establishes the utility and function of a conceptual metaphor in developing student understanding of energy concepts. Then a curricular framework with a prominent energy-as-substance conceptual metaphor is described. The curricular framework involves both a reorganization of the content of introductory physics as well as a renewed focus. Reorganizing includes treating energy early and spiraling back to energy treatments. The refocusing includes emphasizing energy's role in modeling phenomena and attending to the tools for representing energy conservation, storage, and transfer. Implementation of the energy framework is then described in the context of a Modeling Instruction course. Finally, qualitative evidence is presented showing student use of energy conceptual resources which are promoted in the curricular implementation.
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Details
- Title
- Energy as a substancelike quantity that flows: Theoretical considerations and pedagogical consequences
- Creators
- Eric Brewe - Florida International University
- Publication Details
- Physical review special topics. Physics education research, v 7(2), p020106
- Publisher
- Amer Physical Soc
- Number of pages
- 14
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Physics
- Web of Science ID
- WOS:000295139300001
- Scopus ID
- 2-s2.0-80053635633
- Other Identifier
- 991021877365004721
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- Web of Science research areas
- Education & Educational Research
- Education, Scientific Disciplines