Abstract
We describe the importance of constructing and using energy knowledge and the challenges traditional instructional approaches to teaching about energy and the learning progression underlying them pose for students. We then describe a new approach to energy instruction that appears to address many of these challenges. We end with the implications this new instructional approach has for the development of a revised energy learning progression – is there a single learning progression, two independent learning progressions, or are they actually the same learning progression that bifurcates and perhaps re-joins itself?
Original language | English |
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Title of host publication | Handbook of Research on Science Learning Progressions |
Editors | Hui Jin, Duanli Yan, Joseph Krajcik |
Publisher | Taylor and Francis |
Pages | 219-232 |
Number of pages | 14 |
Edition | 1st |
ISBN (Electronic) | 9781003170785 |
DOIs | |
State | Published - 30 Jul 2024 |
All Science Journal Classification (ASJC) codes
- General Social Sciences