1. Duit Paper

2. What is the problem? Different “rituals” to teach energy did not work! Different “rituals” to teach energy did not work! What are alternative approaches to energy? What are alternative approaches to energy?

3. The alternative approach Educational Reconstruction: “Science content is not viewed as given but has to undergo certain reconstruction processes. The science content structure has to be transformed into a content structure for instruction.” Educational Reconstruction: “Science content is not viewed as given but has to undergo certain reconstruction processes. The science content structure has to be transformed into a content structure for instruction.” Science Content Structure Content Structure for Instruction How Students Learn

4. Content Structure for Instruction of Energy: An energy framework

5. What I learned The interplay of transformation/transfer, conservation, and degradation. The interplay of transformation/transfer, conservation, and degradation. What are changing vs. what are not changing: What are changing vs. what are not changing: Change: energy manifestations (energy forms) Change: energy manifestations (energy forms) Not change: the amount of energy Not change: the amount of energy

6. Challenge of teaching the energy framework How do we teach student to understand a large family of energy manifestations, and, at the same time, teach them the framework represented by the four facets of energy concept? How do we teach student to understand a large family of energy manifestations, and, at the same time, teach them the framework represented by the four facets of energy concept?

7. A learning progression based on empirical studies A sequence of stepping stones that lead students towards a coherent understanding of the energy framework: A sequence of stepping stones that lead students towards a coherent understanding of the energy framework: Being familiar with energy phenomena such as feeling energetic, activity/work, etc. Being familiar with energy phenomena such as feeling energetic, activity/work, etc. Various energy manifestations (Energy forms) Various energy manifestations (Energy forms) Energy transformation and transfer Energy transformation and transfer Degradation Degradation Conservation Conservation

8. Mechanisms of the Development What are the mechanisms of the transition from a lower level to a higher level? What are the mechanisms of the transition from a lower level to a higher level? Conceptual differentiation Conceptual differentiation In the history of science, “heat” was an undifferentiated notion that contained aspects of heat and temperature; it differentiated into three concepts: entropy, energy, and temperature. In the history of science, “heat” was an undifferentiated notion that contained aspects of heat and temperature; it differentiated into three concepts: entropy, energy, and temperature.

9. Question A Learning Paradox: The usually highly complex set of interrelations between the concepts “defining” a particular energy concept has to be transferred into a (more or less) linear progression of facets being understandable to the learners. A Learning Paradox: The usually highly complex set of interrelations between the concepts “defining” a particular energy concept has to be transferred into a (more or less) linear progression of facets being understandable to the learners. You talked about transferring the framework into a linear progression. Are there alternative approaches? You talked about transferring the framework into a linear progression. Are there alternative approaches? Mechanisms of the development Mechanisms of the development Being familiar with energy phenomena such as feeling energetic, activity/work, etc. Being familiar with energy phenomena such as feeling energetic, activity/work, etc. Various energy manifestations (Energy forms) Various energy manifestations (Energy forms) Energy transformation and transfer Energy transformation and transfer

10. Question Mechanisms of the development Mechanisms of the development 1. Being familiar with energy phenomena such as feeling energetic, activity/work, etc. 2. Various energy manifestations (Energy forms) 3. Energy transformation and transfer The transition from level 2 to level 3 is a transition from understanding of the entity to understanding of the changes/processes? What are students’ learning difficulties?How will students’ intuitive ideas about processes/changes affect the development from level 2 to level 3?