Abstract
Understanding energy in chemical reactions is an important part of learning energy. We have analyzed curriculum standards about this topic from seven countries and regions to build a cognitive model to answer the question of what high school students can do and understand about energy in chemical reactions. The model includes cognitive perspectives and performance expectations. Besides energy sources, the forms of energy and the amount of energy change, systems and surroundings, matter and particles are also considered from cognitive perspectives that determine the levels of understanding. Performance expectations in this study are classified into four categories: (1) use of examples to describe; (2) use of mathematical expressions, development of explanatory models to explain and predict; (3) conduction of an investigation to analyze and evaluate; and (4) design of devices and approaches to improve. We hypothesize detailed cognitive levels for learning energy in chemical reactions with the help of this model. The cognitive levels are determined by two factors—the number of cognitive perspectives students have; students’ understanding through the relationship between the perspectives—of which, we predict that the first factor has more influence on students’ cognitive levels. The hypothesized cognitive levels also help to design approaches for assessing students’ energy learning, in order to clarify and improve the model for further studies.
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Acknowledgments
We would like to thank Joseph Krajcik and Xiufeng Liu for their detailed reviews of the drafts of this chapter and their brilliant suggestions. Thanks to Chi-Yan Tsui for his careful edit on the paper. We are also grateful to many other friends for kindly offering us their help.
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Wang, L., Wang, W., Wei, R. (2014). What Knowledge and Ability Should High School Students Have for Understanding Energy in Chemical Reactions? An Analysis of Chemistry Curriculum Standards in Seven Countries and Regions. 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_6
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