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Journal of Research in Science Teaching
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
Subjects Levels Resource Types
Classical Mechanics
- Work and Energy
Education - Basic Research
- Assessment
= Conceptual Assessment
= Instruments
- Research Design & Methodology
= Evaluation
= Validity
- Sample Population
= Age
- Student Characteristics
= Ability
= Skills
- Middle School
- High School
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Administrators
- Researchers
- Educators
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Format:
application/pdf
Access Rights:
Available for purchase
Restriction:
© 2012 Wiley Periodicals, Inc.
DOI:
10.1002/tea.21061
Keywords:
energy diagnostic assessment, energy learning progression, high school diagnostic assessment, middle school diagnostic assessment
Record Creator:
Metadata instance created February 15, 2022 by Adrian Madsen
Record Updated:
April 4, 2022 by Caroline Hall
Last Update
when Cataloged:
November 27, 2012
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Record Link
AIP Format
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).
AJP/PRST-PER
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>.
APA Format
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 May 22, 2024, from https://doi.org/10.1002/tea.21061
Chicago Format
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 22 May 2024).
MLA Format
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. 22 May 2024 <https://doi.org/10.1002/tea.21061>.
BibTeX Export Format
@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} }
Refer Export Format

%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

EndNote Export Format

%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


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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