73-87

• Παπαδούρης, Νίκος
• Κωνσταντίνου, Κωνσταντίνος Π.

Teaching and learning about energy, especially in the elementary and middle schoolgrades, constitutes a challenging topic that has received much attention within thescience education research literature. Despite this, it is important to notice the lackof consensus on a range of relevant issues (e.g., whether - and how - to address thenature of energy as a scientific construct). In this study we briefly discuss thechallenge inherent in introducing and elaborating energy in school science and theinadequacy of conventional teaching approaches in addressing this challengeeffectively. Next, we outline the rationale underlying a novel teaching proposal andthe corresponding curriculum materials. The remaining part of the paper presentsa portion of the results of the analysis of preliminary data that have emerged duringthe implementation of the curriculum materials with a group of 28 students aged12-14. These results demonstrate the potential of the curriculum materials to helpstudents construct understanding about the transphenomenological, unifying natureof energy and also to develop the ability to employ energy for analyzing simple,unknown physical systems so as to derive qualitative accounts for system changes.

• Educational sciences
• Physical sciences

• Education, Secondary
• Teaching

energy, epistemological awareness, scientific constructs, trans-phenomenological aspect, system analysis , Énergie, prise de conscience épistémologique, constructions scientifiques, aspect trans-phénoménologique, analyse systémique

Περιέχει σχήματα, πίνακες και βιβλιογραφία, Ειδικό αφιέρωμα: Energy in Education

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