Categorizing pupils' explanatory frameworks in energy as a means to the development of a teaching approach

Finegold, Menahem; Trumper, Ricardo

doi:10.1007/bf02356850

Cited by 20 publications

(23 citation statements)

References 6 publications

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“…Out of the studies, 10 (Trumper, 1996(Trumper, , 1997a(Trumper, , 1997b(Trumper, , 1998Odell, 1997;Konuk & Kılıç, 1999;Köse et al, 2006;Kurnaz, 2007; were conducted with university students, 9 (Watts, 1983;Trumper, 1993;Goldring & Osborne, 1994;Papadouris et al, 2004;Küçük et al, 2005;Ünal Çoban, et al, 2007;Hırça et al, 2008;Boylan, 2008;Yürümezoğlu et al, 2009) with elementary students and 5 (Duit, 1984;Driver & Warrington, 1985;Finegold & Trumper, 1989;Trumper & Gorsky, 1993;Yuenyong et al, 2008) were conducted with secondary students. In a study (Sağlam Arslan, 2009), secondary, undergraduate and graduate students participated together.…”

Section: Methodologies Of the Studiesmentioning

confidence: 99%

“…The researchers also discuss that there are some studies in the literature in this sense, but few of them are argued to investigate how students make use of the conservation of energy in problem solving. Finegold & Trumper (1989) aimed to develop an instructional approach so as to bridge the gap between the prior knowledge of students about energy concept and scientific views. Furthermore, they stated that they felt the need to investigate students' alternative conceptions to lay the foundations of this aim.…”

Section: Needs Of the Studiesmentioning

confidence: 99%

“…Numerous studies were conducted on this issue in order to reveal students' existing perceptions of energy concept (e.g. Watts, 1983;Duit, 1984;Driver & Warrington, 1985;Finegold & Trumper, 1989;Trumper, 1993Trumper, , 1996Trumper, , 1997aTrumper, , 1997bTrumper, , 1998Trumper & Gorsky, 1993;Goldring & Osborne, 1994;Odell, 1997;Konuk & Kılıç, 1999;Papadouris et al, 2004;Küçük et al, 2005;Köse et al, 2006;Ünal Çoban, et al, 2007;Hırça et al, 2008;Yuenyong et al, 2008;Boylan, 2008). As a result of these studies, different findings and results were obtained regarding the alternative conceptions of students.…”

Section: Introductionmentioning

confidence: 99%

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A Thematic Review of Some Studies Investigating Students’ Alternative Conceptions About Energy

Kurnaz

Arslan

2011

Int J Phys & Chem Ed

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Since science education researchers, teachers, curriculum developers, and policy makers elsewhere, who have, or plan to use energy concept in their studies may have a busy schedule to track related studies, a review and synthesis of the studies of alternative conceptions of students about the energy concept are valuable for them. Therefore, the present paper presents a detailed thematic review of students’ alternative conception studies about the energy concept to highlight relevant people on the studies’ needs, methods, general knowledge claims and implications. Hereby, we may compile and notice where we are on students’ alternative conceptions related with energy concept. To this end, each study was described by using a thematic matrix. The aim of alternative conception studies about energy concept generally have been to emerge students’ understanding, determine appropriate age to teach energy concept, and compare understanding based on age or culture. While the methods of studies on exploring students’ understanding consist of interviews, paper and pencil surveys, and free writing, their analysis consist of classification, comparison, statistical, description, interpretation and praxeological. In light of the general knowledge claims, it can be deduced that most of the studies has highlighted that students have alternative conceptions about energy concept. The studies under investigation generally recommended taking into account their findings in teaching processes.

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Section: Methodologies Of the Studiesmentioning

confidence: 99%

Section: Needs Of the Studiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A Thematic Review of Some Studies Investigating Students’ Alternative Conceptions About Energy

Kurnaz

Arslan

2011

Int J Phys & Chem Ed

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“…NOTES 1 In all the tables illustrated in the chapter, the sum of the responses does not equal the number of students in each grade because of the multiple choices. (Duit, 2009), there are several studies related to energy in the area of physics such as and Finegold and Trumper (1989), who developed a framework for teaching and learning the concepts of energy in physics. The rates are calculated by dividing the number of students providing the response by the number of students taking part in responding, and then rounding to the nearest one.…”

Section: Instructional Reformationmentioning

confidence: 99%

Science Education in International Contexts

Cheng¹,

So²

2011

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“…This part of the questionnaire was developed and validated by Finegold and Trumper (1989 Responses to the first part of the questionnaire were analysed according to:…”

Section: A Cross-college Age Studymentioning

confidence: 99%

The need for change in elementary school teacher training: the case of the energy concept as an example

Trumper

1997

Educational Research

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Do students in pre-service training programmes as elementary school teachers hold the correct scientific views, which will eventually allow them to plan and implement instructional strategies which, in turn, will lead their future pupils to achieve a scientific concept of energy? The results of a cross-college age study dealing with this issue is discussed in this paper. The energy conceptions of the students were analysed by means of a two-part written questionnaire, presented to them during the first week of the second semester. The most important findings of this study can be summarized as follows; students in pre-service training as elementary teachers: (1) hold a number of alternative conceptual frameworks when describing physical situations, rather than the accepted scientific concept;(2) mostly think that energy is a concrete entity; (3) mostly do not accept the idea of energy conservation; (4) mostly do not accept the idea of energy degradation; (5) are ambiguous in their recognition of different types of energy; and (6) mostly confuse the concepts of energy and force.

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Categorizing pupils' explanatory frameworks in energy as a means to the development of a teaching approach

Cited by 20 publications

References 6 publications

A Thematic Review of Some Studies Investigating Students’ Alternative Conceptions About Energy

A Thematic Review of Some Studies Investigating Students’ Alternative Conceptions About Energy

Science Education in International Contexts

The need for change in elementary school teacher training: the case of the energy concept as an example

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