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Results #1-#10 of 59
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1.
University Modeling Instruction
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E. Brewe, V. Sawtelle, D. McPadden, and R. Goertzen -
Online Resource
This website holds the Modeling Instruction curriculum developed by the Florida International University Physics Education Research Group. The website provides the materials required…
https://www.physport.org/methods/University_Modeling_Instruction
2.
Drawing energy: Evidence of Next Generation Science Standards for energy in diagrams
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K. Gray and R. Scherr, PERC 2016 Proceedings, 128-131.
The Next Generation Science Standards (NGSS) promote a model of energy that includes the ideas that energy is conserved, that energy can be tracked as a flow through a system, that…
https://www.per-central.org/document/ServeFile.cfm?ID=14211&DocID=4564
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Towards a learning progression of energy
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K. Neumann, T. Viering, W. Boone, and H. Fischer, J. Res. Sci. Teaching,
50
(2), 162-188 (2012).
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…
https://doi.org/10.1002/tea.21061
4.
Using multiple survey questions about energy to uncover elements of middle school student reasoning
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M. Wittmann, A. Rogers, C. Alvarado, J. Medina, and L. Millay, PERC 2017 Proceedings, 440-443.
One power of middle school physics teaching is its focus on conceptual understanding, rather than mathematical modeling. Teaching energy in middle school allows one to focus on the…
https://www.per-central.org/document/ServeFile.cfm?ID=14664&DocID=4841
5.
Drawings of energy: Evidence of the Next Generation Science Standards model of energy in diagrams
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K. Gray, M. Wittmann, S. Vokos, and R. Scherr, Phys. Rev. Phys. Educ. Res.,
15
(1), 010129 (2019).
The Next Generation Science Standards (NGSS) provide a succession of objectives for energy learning and set an expectation for teachers to assess learners’ representations of energy…
https://doi.org/10.1103/PhysRevPhysEducRes.15.010129
6.
Responsive teaching and the beginnings of energy in a third grade classroom
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D. Hammer, F. Goldberg, and S. Fargason, Rev. Sci. Math. ICT Educ.,
6
(1), 51-72.
Energy, like “the whole of science…is nothing more than a refinement of everyday thinking” (Einstein, 1936). It is a refinement in two respects, both conceptually, in the particular…
https://doaj.org/article/51ec471b44f4460397d5f70c2552b9f5
7.
Productive resources in students’ ideas about energy: An alternative analysis of Watts’ original interview transcripts
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B. Harrer, V. Flood, and M. Wittmann, Phys. Rev. ST Phys. Educ. Res.,
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(2), 023101 (2013).
For over 30 years, researchers have investigated students’ ideas about energy with the intent of reforming instructional practice. In this pursuit, Watts contributed an influential…
https://doi.org/10.1103/PhysRevSTPER.9.023101
8.
Compartmentalization of Energy Concepts--Definitions, Ontologies, and Word Associations
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T. French, A. Sanchez, L. Macur Brousil, and E. Balison, PERC 2015 Proceedings, 115-118.
The language used to describe concepts related to energy within the disciplines of physics and chemistry was interpreted in terms of the common definitions and ontologies of energy.…
https://www.per-central.org/document/ServeFile.cfm?ID=13850&DocID=4268
9.
Teacher responses to their multiple goals for teaching energy
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M. Wittmann, C. Alvarado, and L. Millay, PERC 2015 Proceedings, 379-382.
Teachers discussing pedagogical strategies to help students with an incorrect idea about potential energy expressed competing goals for guiding student thinking: keep it simple and…
https://www.per-central.org/document/ServeFile.cfm?ID=13912&DocID=4330
10.
Students' use of the principle of energy conservation in problem situations
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R. Driver and L. Warrington, Phys. Educ.,
20
(4), 171-176 (1985).
Investigated the extent to which 28 academically able students used energy conservation ideas in solving written and practical problems. Interviews show problems they had in…
https://doi.org/10.1088/0031-9120/20/4/308
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Results #1-#10 of 59
