Rethinking learning progressions for energy

David Fortus, Jeffrey Nordine

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

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 languageEnglish
Title of host publicationHandbook of Research on Science Learning Progressions
EditorsHui Jin, Duanli Yan, Joseph Krajcik
PublisherTaylor and Francis
Pages219-232
Number of pages14
Edition1st
ISBN (Electronic)9781003170785
DOIs
StatePublished - 30 Jul 2024

All Science Journal Classification (ASJC) codes

  • General Social Sciences

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