Abstract: Describing the world in terms of energy is necessarily quantitative: one must be able to do the sums for the description to gain a purchase. Whilst teaching younger children (say 11–14 years old) the full quantitative description is not available and this has made the introductory teaching of energy a contentious area. By focusing on representations of energy that respect this quantitative essence, without demanding that calculations are actually done, one can develop a manipulable model of the abstract idea of energy to be shared with children that is much more plausible, intelligible and fruitful than one based solely on a verbal description. Here I argue this case, indicating the ways in which such a model may be useful.
Error: Twitter did not respond. Please wait a few minutes and refresh this page.
- Meeting 20 (8th Oct. 2013): Schools that make a difference to post-compulsory uptake of science
- #SciTeachJC: Discrete KS3 HSW
- Meeting Nineteen (7th May): A School’s Experience of the Discrete Teaching of Scientific Skills at Early Secondary Level
- Meeting Eighteen (16th April) The Impact of Teacher Subject Knowledge on Student Achievement: Evidence from Within-Teacher Within-Student Variation
- Meeting Seventeen (19th March) The use of ethical frameworks by students following a new science course for 16-18 year-olds