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written by
Knut Neumann, Tobias Viering, William J. Boone, and Hans Fischer
This article presents an empirical study on an initial learning progression of energy, a concept of central importance to the understanding of science. Learning progressions have been suggested as one vehicle to support the systematic and successful teaching of core science concepts. Ideally, a learning progression will provide teachers with a framework to assess students' level of understanding of a core concept and to guide students towards a more sophisticated level of understanding. Taking existing research as a point of departure, developing a learning progression involves recurring cycles of empirical validation and theoretical refinement. In this article, we report about our efforts in working towards a learning progression of energy. First, we derived an initial learning progression by utilizing existing curriculum, research on students' understanding, and development of students' understanding of energy. Second, we used these sources of guidance to develop a robust measurement instrument, the Energy Concept Assessment (ECA), based on multiple choice questions. Third, we utilized this instrument to assess the understanding of N=1,856 students from three different grade levels, Grades 6, 8, and 10. Findings provided evidence that students from Grade 6 mostly obtain an understanding of energy forms and energy sources. Students of Grade 8 additionally demonstrate an understanding of energy transfer and transformation, whereas only students of Grade 10, and then only some of these students, achieve a deeper understanding of energy conservation. We discuss the implications of our findings against the background of existing research on students understanding of energy. Finally, further steps in working towards a learning progression of energy are identified.
Journal of Research in Science Teaching: Volume 50, Issue 2, Pages 162-188
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![]() <a href="https://www.per-central.org/items/detail.cfm?ID=15986">Neumann, K, T. Viering, W. Boone, and H. Fischer. "Towards a learning progression of energy." J. Res. Sci. Teaching. 50, no. 2, (November 27, 2012): 162-188.</a>
![]() K. Neumann, T. Viering, W. Boone, and H. Fischer, , J. Res. Sci. Teaching 50 (2), 162 (2012), WWW Document, (https://doi.org/10.1002/tea.21061).
![]() K. Neumann, T. Viering, W. Boone, and H. Fischer, Towards a learning progression of energy, J. Res. Sci. Teaching 50 (2), 162 (2012), <https://doi.org/10.1002/tea.21061>.
![]() Neumann, K., Viering, T., Boone, W., & Fischer, H. (2012, November 27). Towards a learning progression of energy. J. Res. Sci. Teaching, 50(2), 162-188. Retrieved February 12, 2025, from https://doi.org/10.1002/tea.21061
![]() Neumann, K, T. Viering, W. Boone, and H. Fischer. "Towards a learning progression of energy." J. Res. Sci. Teaching. 50, no. 2, (November 27, 2012): 162-188, https://doi.org/10.1002/tea.21061 (accessed 12 February 2025).
![]() Neumann, Knut, Tobias Viering, William J. Boone, and Hans Fischer. "Towards a learning progression of energy." J. Res. Sci. Teaching 50.2 (2012): 162-188. 12 Feb. 2025 <https://doi.org/10.1002/tea.21061>.
![]() @article{
Author = "Knut Neumann and Tobias Viering and William J. Boone and Hans Fischer",
Title = {Towards a learning progression of energy},
Journal = {J. Res. Sci. Teaching},
Volume = {50},
Number = {2},
Pages = {162-188},
Month = {November},
Year = {2012}
}
![]() %A Knut Neumann %A Tobias Viering %A William J. Boone %A Hans Fischer %T Towards a learning progression of energy %J J. Res. Sci. Teaching %V 50 %N 2 %D November 27, 2012 %P 162-188 %U https://doi.org/10.1002/tea.21061 %O application/pdf ![]() %0 Journal Article %A Neumann, Knut %A Viering, Tobias %A Boone, William J. %A Fischer, Hans %D November 27, 2012 %T Towards a learning progression of energy %J J. Res. Sci. Teaching %V 50 %N 2 %P 162-188 %8 November 27, 2012 %U https://doi.org/10.1002/tea.21061 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
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