Skip to main content
SpringerLink
Log in

Towards a Research-Informed Teaching Sequence for Energy

  • Chapter
  • First Online:
Teaching and Learning of Energy in K – 12 Education

Abstract

Developing students’ understanding of energy poses a particular challenge to science educators. There is less agreement than for most other topics about exactly what we want students to learn. The science education literature on energy is characterised by debates and disagreements about which conceptual frameworks and terminology are appropriate for developing understanding of energy ideas. The difficulties in teaching about energy stem from the abstract nature of the scientific idea of energy, and the fact that the word ‘energy’ has passed into everyday discourse with a related but much looser set of associated meanings. To bridge the gap between everyday and scientific discourses about energy, many science teachers and educators have developed and used an intermediate discourse that portrays energy as a quasi-material substance that can flow from place to place, can take different forms, and makes things happen. This has, however, been criticised as inaccurate and misleading. This chapter discusses these issues, and proposes a teaching sequence to help learners to move from everyday understandings of energy towards a more scientific understanding that takes account of the major issues raised in the science education research literature. The most powerful way to test such a sequence, and to enable improvement in the teaching and learning of energy, is to articulate our intended learning outcomes in operational terms, as questions and tasks that we would want students to be able to accomplish as they progress through their science education.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Avison, J. (1984). The world of physics. Nelson: Walton-on-Thames.

    Google Scholar 

  • Boohan, R. (2007). Innovations in practical work: Making energy real. London: Gatsby Science Enhancement Programme.

    Google Scholar 

  • Boohan, R., & Ogborn, J. (1996a). Energy and change. Introducing a new approach; Activities for the classroom; Background stories for teachers. Hatfield: Association for Science Education. Retrieved October 30, 2012, from http://stem.org.uk/rx7rg

  • Boohan, R., & Ogborn, J. (1996b). Differences, energy and change: A simple approach through pictures. School Science Review, 78(283), 13–20.

    Google Scholar 

  • Duit, R. (1981). Understanding energy as a conserved quantity. European Journal of Science Education, 3(3), 291–301.

    Article  Google Scholar 

  • Duit, R. (1986). In search of an energy concept. In R. Driver & R. Millar (Eds.), Energy matters (pp. 67–102). Leeds: Centre for Studies in Science and Mathematics Education, University of Leeds.

    Google Scholar 

  • Duit, R. (1987). Should energy be introduced as something quasi-material? International Journal of Science Education, 9(2), 139–145.

    Article  Google Scholar 

  • Duncan, R. G., & Hmelo-Silver, C. E. (2009). Learning progressions: Aligning curriculum, instruction and assessment. Journal of Research in Science Teaching, 46(6), 606–609.

    Article  Google Scholar 

  • Ellse, M. (1988). Transferring, not transforming energy. School Science Review, 69(248), 427–437.

    Google Scholar 

  • Feynman, R. P., Leighton, R. B., & Sands, M. L. (1963). The Feynman lectures on physics (Vol. 1). Menlo Park: Addison Wesley.

    Google Scholar 

  • Heath, N. E. (1974). Heating. Physics Education, 9(7), 490–491.

    Article  Google Scholar 

  • Heath, N. E. (1976). Heating. Physics Education, 11(6), 389.

    Article  Google Scholar 

  • Kaper, W., & Goedhart, M. (2002a). ‘Forms of energy’, an intermediary language on the road to thermodynamics? Part I. International Journal of Science Education, 24(1), 81–95.

    Article  Google Scholar 

  • Kaper, W., & Goedhart, M. (2002b). ‘Forms of energy’, an intermediary language on the road to thermodynamics? Part II. International Journal of Science Education, 24(2), 119–137.

    Article  Google Scholar 

  • Lawrence, I. (2007). Teaching energy: Thoughts from the SPT11–14 project. Physics Education, 42(4), 402–409.

    Article  Google Scholar 

  • Linn, M. C., & Songer, N. B. (1991). Teaching thermodynamics to middle school students: What are appropriate cognitive demands? Journal of Research in Science Teaching, 28(10), 885–918.

    Google Scholar 

  • Mak, S. Y., & Young, K. (1987). Misconceptions in the teaching of heat. School Science Review, 68(244), 464–470.

    Google Scholar 

  • Millar, R. (2000). Energy. In D. Sang (Ed.), Teaching secondary physics (pp. 1–43). London: John Murray.

    Google Scholar 

  • Millar, R. (2005). Teaching about energy (Research Paper 2005/11). York: Department of Educational Studies, University of York. Retrieved October 30, 2012, from www.york.ac.uk/education/research/research-paper

  • Millar, R. (2011). Energy. In D. Sang (Ed.), Teaching secondary physics (2nd ed., pp. 1–48). London: Hodder Education.

    Google Scholar 

  • Millar, R. (2013). Improving science education: Why assessment matters. In D. Corrigan, R. Gunstone, & A. Jones (Eds.), Valuing assessment in science education: Pedagogy, curriculum, policy (pp. 55–68). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Mulhall, P., McKittrick, B., & Gunstone, R. (2001). A perspective on the resolution of confusions in the teaching of electricity. Research in Science Education, 31(4), 575–587.

    Article  Google Scholar 

  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas (Core idea PS3 energy, pp. 120–130). Washington, DC: The National Academies Press.

    Google Scholar 

  • Ogborn, J. (1986). Energy and fuel – The meaning of the ‘go’ of things. School Science Review, 68(242), 30–35.

    Google Scholar 

  • Ogborn, J. (1990). Energy, change, difference and danger. School Science Review, 72(259), 81–85.

    Google Scholar 

  • Ogborn, J. (n.d.). Fundamentals. Retrieved October 30, 2012, from www.nuffieldfoundation.org/practical-physics/fundamentals

  • Papadouris, N., & Constantinou, C. P. (2011). A philosophically informed teaching proposal on the topic of energy for students aged 11–14. Science & Education, 20(10), 961–979.

    Article  Google Scholar 

  • Solomon, J. (1982). How children learn about energy, or does the First Law come first? School Science Review, 63(224), 415–422.

    Google Scholar 

  • Solomon, J. (1992). Getting to know about energy – In school and society. London: Falmer Press.

    Google Scholar 

  • Summers, M. K. (1983). Teaching heat – An analysis of misconceptions. School Science Review, 64(229), 670–676.

    Google Scholar 

  • Taber, K. (1989). Energy – By many other names. School Science Review, 70(252), 57–62.

    Google Scholar 

  • Tiberghien, A. (1984). Critical review on the research aimed at elucidating the sense that the notions of temperature and heat have for students aged 10 to 16 years. In Research on Physics Education. Proceedings of the first international workshop (pp. 75–90). Paris: Editions du CNRS.

    Google Scholar 

  • Tiberghien, A. (2000). Designing teaching situations in the secondary school. In R. Millar, J. Leach, & J. Osborne (Eds.), Improving science education. The contribution of research (pp. 27–47). Buckingham: Open University Press.

    Google Scholar 

  • Trumper, R. (1990). Being constructive: An alternative approach to the teaching of the energy concept. Part 1. International Journal of Science Education, 12(4), 343–354.

    Article  Google Scholar 

  • Trumper, R. (1993). Children’s energy concepts: A cross-age study. International Journal of Science Education, 15(2), 139–148.

    Article  Google Scholar 

  • Warren, J. W. (1972). The teaching of the concept of heat. Physics Education, 7(1), 41–44.

    Article  Google Scholar 

  • Warren, J. W. (1976). Teaching thermodynamics. Physics Education, 11(6), 388–389.

    Article  Google Scholar 

  • Warren, J. W. (1982). The nature of energy. European Journal of Science Education, 4(3), 295–297.

    Article  Google Scholar 

  • Warren, J. W. (1991). The teaching of energy. Physics Education, 26(1), 8–9.

    Article  Google Scholar 

  • Watts, D. M. (1983). Some alternative views of energy. Physics Education, 18(5), 213–217.

    Article  Google Scholar 

  • Wiser, M., & Carey, S. (1983). When heat and temperature were one. In D. Gentner & A. L. Stevens (Eds.), Mental models (pp. 267–297). Hillsdale: Lawrence Erlbaum.

    Google Scholar 

Download references

Acknowledgements

My understanding of energy and my ideas about the teaching of energy have been challenged and extended by conversations with Jon Ogborn over many years, and by Jon’s writings on the subject. The influence of these may be apparent to readers of this chapter. In particular the idea that, in practice, amounts and units of energy and power are ‘socially defined’ – understood through social practices rather than from formal definitions – comes from Jon’s comments to me on an earlier draft of this chapter.

The development of the teaching sequence in the Appendix has involved discussions with my colleagues at York, Elizabeth Swinbank and Mary Whitehouse, and with Jon Ogborn and Charles Tracy. Their comments on previous drafts have helped to clarify and improve the sequence.

Figure 11.1 is sourced from John Avison’s The World of Physics, published in 1984 by Nelson. It is reproduced with the permission of Nelson Thornes Limited, Cheltenham, UK.

Author information

Authors and Affiliations

  1. Department of Education, University of York, York, UK

    Robin Millar

Authors
  1. Robin Millar
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Robin Millar .

Editor information

Editors and Affiliations

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

    Robert F. Chen

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

    Arthur Eisenkraft

  3. Weizmann Institute of Science, Rehovot, Israel

    David Fortus

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

    Joseph Krajcik

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

    Knut Neumann

  6. San Antonio Children's Museum, San Antonio, Texas, USA

    Jeffrey Nordine

  7. Massachusetts Department of Higher Education, Boston, Massachusetts, USA

    Allison Scheff

Appendix: A Proposed Teaching Sequence for the Topic of Energy to Age 16

Appendix: A Proposed Teaching Sequence for the Topic of Energy to Age 16

Table 2
Full size table

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Millar, R. (2014). Towards a Research-Informed Teaching Sequence for Energy. In: Chen, R., et al. Teaching and Learning of Energy in K – 12 Education. Springer, Cham. https://doi.org/10.1007/978-3-319-05017-1_11

Download citation

Publish with us

Policies and ethics

Search

Navigation