Energy conservation in dissipative processes: Teacher expectations and strategies associated with imperceptible thermal energy

Daane, Abigail R.; McKagan, Sarah B.; Vokos, Stamatis; Scherr, Rachel E.

doi:10.1103/physrevstper.11.010109

Cited by 24 publications

(15 citation statements)

References 49 publications

(100 reference statements)

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“…Previous research has demonstrated that teachers participating in our PD have had significant, large affective learning gains on the Colorado Learning Attitudes about Science Survey (CLASS) (Robertson & Daane, ). Other research about our PD has documented teachers’ learning through the study of productive conversations about energy concepts (such as representations, degradation, dissipation, and conservation) (Alvarado, Daane, Scherr, & Zavala, ; Daane, McKagan, Vokos, & Scherr, ; Daane, Vokos, & Scherr, , , ). These studies of teacher learning have led to new representations of energy for instructional practice (Daane et al., ; Scherr et al., ).…”

Section: General Instructional Contextmentioning

confidence: 98%

The pedagogical value of conceptual metaphor for secondary science teachers

et al. 2018

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The abstract nature of energy encourages metaphorical language. In educational settings, teachers and students use conceptual metaphors subconsciously to express their ideas about what energy is or how it functions in particular scenarios. However, research on scientific analogies and metaphors has predominantly focused on explicit instructional analogies, rather than implicit, everyday metaphor. In professional development for secondary science teachers, we sought to make explicit the embeddedness and ubiquity of conceptual metaphor in everyday language and in science—particularly, in energy—to expand teachers’ understanding of their students’ ideas. In our microcase study, we observed and video recorded four secondary teachers discussing metaphor. We used interaction analysis methods, focusing on how both discursive and nonverbal interactions between people, objects, and environment change over time, to analyze the collected data. We found evidence of teachers’ (1) learning about conceptual metaphor theory and (2) finding value in understanding conceptual metaphor in educational settings. In particular, teachers acknowledged that if they identify implicit metaphors in students’ science language, they will better understand students’ ideas about energy. We present possible mechanisms for teacher learning about and valuing of energy metaphor; we also suggest how to support teachers in noticing and valuing metaphors for energy instruction.

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Section: General Instructional Contextmentioning

confidence: 98%

The pedagogical value of conceptual metaphor for secondary science teachers

et al. 2018

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“…Initially, we identified constituent ideas of the energy model based on our substantial experience with energy model development [12,[25][26][27][28][29][30][31][32][33][34][35]. As our analysis continued, we refined our list of constituent ideas to reflect the features of the energy model that appeared most clearly or repeatedly in the standards that we analyzed.…”

Section: Ngss Model Of Energy In the Physical Sciencesmentioning

confidence: 99%

Drawings of energy: Evidence of the Next Generation Science Standards model of energy in diagrams

Gray

Wittmann

Vokos

et al. 2019

Phys. Rev. Phys. Educ. Res.

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The Next Generation Science Standards (NGSS) provide a succession of objectives for energy learning and set an expectation for teachers to assess learners' representations of energy in a variety of science contexts. To support teachers in evaluating the extent to which representations of energy display NGSS objectives, we have (i) discerned the constituent ideas that comprise the NGSS model of energy in the physical sciences and (ii) developed a checklist for assessing the extent to which an energy diagram provides evidence of the NGSS energy model. This energy diagram checklist is representation independent (so that diverse diagrams in a course may all be evaluated) and scenario independent (so that it can be applied throughout the physical science curriculum). We demonstrate the use of the checklist for assessing both pedagogical energy diagrams and learner-invented energy diagrams, including measuring a class's increased facility with energy diagrams.

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“…Furthermore, within our own instructional context, we find many examples of ideas that are both canonically incorrect (or undeveloped) and productive [20,37,50,51]. Our informal sense is that it is not rare for such ideas to play a productive role in teachers' learning, moving them (and us) forward in understanding energy concepts.…”

Section: A Addressing Counterargumentsmentioning

confidence: 99%

Productivity of “collisions generate heat” for reconciling an energy model with mechanistic reasoning: A case study

Scherr

Robertson

2015

Phys. Rev. ST Phys. Educ. Res.

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We observe teachers in professional development courses about energy constructing mechanistic accounts of energy transformations. We analyze a case in which teachers investigating adiabatic compression develop a model of the transformation of kinetic energy to thermal energy. Among their ideas is the idea that thermal energy is generated as a byproduct of individual particle collisions, which is represented in science education research literature as an obstacle to learning. We demonstrate that in this instructional context, the idea that individual particle collisions generate thermal energy is not an obstacle to learning, but instead is productive: it initiates intellectual progress. Specifically, this idea initiates the reconciliation of the teachers' energy model with mechanistic reasoning about adiabatic compression, and leads to a canonically correct model of the transformation of kinetic energy into thermal energy. We claim that the idea's productivity is influenced by features of our particular instructional context, including the instructional goals of the course, the culture of collaborative sense making, and the use of certain representations of energy.

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Energy conservation in dissipative processes: Teacher expectations and strategies associated with imperceptible thermal energy

Cited by 24 publications

References 49 publications

The pedagogical value of conceptual metaphor for secondary science teachers

The pedagogical value of conceptual metaphor for secondary science teachers

Drawings of energy: Evidence of the Next Generation Science Standards model of energy in diagrams

Productivity of “collisions generate heat” for reconciling an energy model with mechanistic reasoning: A case study

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