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Teaching and Learning of Energy in K – 12 Education

  • Book
  • © 2014

Overview

Editors:
  1. Robert F. Chen

    1. Environmental, Earth and Ocean Sciences, University of Massachusetts, Boston, Boston, USA

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  2. Arthur Eisenkraft

    1. Education and Human Development, University of Massachusetts, Boston, Boston, USA

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  3. David Fortus

    1. Weizmann Institute of Science, Rehovot, Israel

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  4. Joseph Krajcik

    1. College of Education, Michigan State University, East Lansing, USA

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  5. Knut Neumann

    1. Leibniz-Institute for Science and Mathematics Education (IPN), Kiel, Germany

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  6. Jeffrey Nordine

    1. San Antonio Children's Museum, San Antonio, USA

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  7. Allison Scheff

    1. Massachusetts Department of Higher Education, Boston, USA

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  • First volume to discuss teaching energy as a cross-cutting concept across all science disciplines
  • Describes new techniques of how to teach energy as an interdisciplinary topic
  • Includes perspectives of science educators, scientists and science teachers
  • Includes supplementary material: sn.pub/extras

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About this book

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 scientistsand 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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Keywords

Table of contents (20 chapters)

  1. Opportunities and Approaches for Teaching and Learning About Energy

    1. Launching the Space Shuttle by Making Water: The Chemist’s View of Energy

      • Angelica M. Stacy, Karen Chang, Janice Coonrod, Jennifer Claesgens
      Pages 285-299

    2. Energy in Chemical Systems: An Integrated Approach

      • Melanie M. Cooper, Michael W. Klymkowsky, Nicole M. Becker
      Pages 301-316

    3. Energy Spreading or Disorder? Understanding Entropy from the Perspective of Energy

      • Rui Wei, William Reed, Jiuhua Hu, Cong Xu
      Pages 317-335

    4. Constructing a Sustainable Foundation for Thinking and Learning About Energy in the Twenty-First Century

      • Lane Seeley, Stamatis Vokos, Jim Minstrell
      Pages 337-356

    5. Conclusion and Summary Comments: Teaching Energy and Associated Research Efforts

      • Joseph Krajcik, Robert F. Chen, Arthur Eisenkraft, David Fortus, Knut Neumann, Jeffrey Nordine et al.
      Pages 357-363

  2. Back Matter

    Pages 365-379
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Reviews

“This collective work makes a significant contribution to further enrichment of the already massive bibliography concerning the issue of energy teaching and the systematic investigation of the epistemological, learning and teaching dimensions. In the final chapter of the book, the editors recommend future research directions, many of which have already been launched since decades. I would like to wish the readers of the book to have a pleasant reading … .” (Dimitris Koliopoulos, Science and Education, Vol. 25, 2016)

Editors and Affiliations

  • Environmental, Earth and Ocean Sciences, University of Massachusetts, Boston, Boston, USA

    Robert F. Chen

  • Education and Human Development, University of Massachusetts, Boston, Boston, USA

    Arthur Eisenkraft

  • Weizmann Institute of Science, Rehovot, Israel

    David Fortus

  • College of Education, Michigan State University, East Lansing, USA

    Joseph Krajcik

  • Leibniz-Institute for Science and Mathematics Education (IPN), Kiel, Germany

    Knut Neumann

  • San Antonio Children's Museum, San Antonio, USA

    Jeffrey Nordine

  • Massachusetts Department of Higher Education, Boston, USA

    Allison Scheff

Bibliographic Information

  • Book Title: Teaching and Learning of Energy in K – 12 Education

  • Editors: Robert F. Chen, Arthur Eisenkraft, David Fortus, Joseph Krajcik, Knut Neumann, Jeffrey Nordine, Allison Scheff

  • DOI: https://doi.org/10.1007/978-3-319-05017-1

  • Publisher: Springer Cham

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: Springer International Publishing Switzerland 2014

  • Hardcover ISBN: 978-3-319-05016-4Published: 06 May 2014

  • Softcover ISBN: 978-3-319-34803-2Published: 03 September 2016

  • eBook ISBN: 978-3-319-05017-1Published: 09 April 2014

  • Edition Number: 1

  • Number of Pages: IX, 379

  • Number of Illustrations: 19 b/w illustrations, 16 illustrations in colour

  • Topics: Science Education, Energy Policy, Economics and Management, Learning & Instruction

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