This volume presents current thoughts, research, and findings
that were presented at a summit focusing on energy as a
cross-cutting concept in education, involving scientists, science
education researchers and science educators from across the world.
The chapters cover four key questions: what should students know
about energy, what can we learn from research on teaching and
learning about energy, what are the challenges we are currently
facing in teaching students this knowledge, and what needs be done
to meet these challenges in the future?
Energy is one of the most important ideas in all of science and it
is useful for predicting and explaining phenomena within every
scientific discipline. The challenge for teachers is to respond to
recent policies requiring them to teach not only about energy as a
disciplinary idea but also about energy as an analytical framework
that cuts across disciplines. Teaching energy as a crosscutting
concept can equip a new generation of scientists and engineers to
think about the latest cross-disciplinary problems, and it requires
a new approach to the idea of energy.
This book examines the latest challenges of K-12 teaching about
energy, including how a comprehensive understanding of energy can
be developed. The authors present innovative strategies for
learning and teaching about energy, revealing overlapping and
diverging views from scientists and science educators. The reader
will discover investigations into the learning progression of
energy, how understanding of energy can be examined, and proposals
for future directions for work in this arena.
Science teachers and educators, science education researchers and
scientists themselves will all find the discussions and research
presented in this book engaging and informative.
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