Evaluation of the Learning Process of Students Reinventing the General Law of Energy Conservation

Paul Logman; Wolter Kaper; Ton Ellermeijer

doi:10.12973/eurasia.2015.1323a

Full Text (PDF)

Paul Logman ¹ ^* , Wolter Kaper ¹, Ton Ellermeijer ²

More Detail

¹ University of Amsterdam, The Netherlands² Centre for Microcomputer Applications, The Netherlands^* Corresponding Author

Abstract

To investigate the relationship between context and concept we have constructed a conceptual learning path in which students reinvent the concept of energy conservation and embedded this path in two authentic practices.A comparison of the expected learning outcome with actual student output for the most important steps in the learning path gives us a detailed insight in how the teaching-learning sequence functions.The analysis identified several characteristics of authentic practices that enhance the learning process and showed that every step in this innovative approach is possible for students to take. In addition to learning the concept of energy conservation, embedding the learning process in authentic practices gives rise to a development of students‟ technological design and scientific skills.

Keywords

authentic practices
context-based education
energy
guided reinvention
versatility
secondary education

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2015, Volume 11, Issue 3, 479-504

https://doi.org/10.12973/eurasia.2015.1323a

Publication date: 27 Apr 2015

Article Views: 1088

Article Downloads: 465

Open Access References How to cite this article

References

Boersma, K. T., van Graft, M., Harteveld, A., de Hullu, E., de Knecht van Eekelen, A., & Mazereeuw, M. (2007). Leerlijn biologie van 4 tot 18 jaar. Utrecht: CVBO.
Borsboom, J., Kaper, W. H., & Ellermeijer, A. L. (2008). The relation between context and concept in case of forming an energy concept. In GIREP 2008: Physics Curriculum Design, Development and Validation. Nicosia, Cyprus.
Bulte, A. M. W., Westbroek, H. B., de Jong, O., & Pilot, A. (2006). A research approach to designing chemistry education using authentic practices as contexts. International Journal of Science Education, 28(9), 1063–1086.
Commissie Vernieuwing Natuurkunde onderwijs havo/vwo. (2006). Natuurkunde leeft. Visie op natuurkunde in havo en vwo. Amsterdam: Nederlandse Natuurkundige Vereniging.
Dierdorp, A., Bakker, A., Eijkelhof, H., & Van Maanen, J. (2011). Authentic practices as contexts for learning to draw inferences beyond correlated data. Mathematical Thinking and Learning, 13(1-2), 132–151.
Duit, R. (1986). Der energiebegriff im physikunterricht. Kiel: Institut für die Pädagogik der Naturwissenschaften an der Universität Kiel.
Duit, R., & Treagust, D. F. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671–688.
Ellermeijer, A. L., & de Beurs, C. (2004). Technology enhanced physics education. In E. Mechlová (Ed.), GIREP Conference 2004: Teaching and Learning Physics in new Contexts (Vol. University, pp. 11–16).
Erickson, G., & Tiberghien, A. (1985). Heat and temperature. Part A: An overview of pupils‟ ideas; Part B: The development of ideas with teaching. In R. Driver, E. Guesne, & A. Tiberghien (Eds.), Children’s Ideas in Science (pp. 53–84). Milton Keynes, UK: Open University Press.
Falk, G., Herrmann, F., & Schmid, G. B. (1983). Energy forms or energy carriers? American Journal of Physics, 51(12), 1074–1077.
Freudenthal, H. (1991). Revisiting mathematics education: China lectures. (H. Freudenthal, Ed.). Dordrecht: Kluwer Academic.
Genseberger, R., & Lijnse, P. (2007). Bijlage bij: Op weg naar een wetenschappelijk energiebegrip. NVOX : Tijdschrift Voor Natuurwetenschap Op School, 32(8), 364–365. Retrieved from http://www.nvon.nl/sites/nvon.nl/files/oud/nvox/nv ox2007/supplementen/lessenserie_energie_1.pdf
Gilbert, J. K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28(9), 957–976.
Goedhart, M., Kaper, W. H., & Joling, E. (2001). Het gebruik van contexten in het natuurkunde- en scheikundeonderwijs. Tijdschrift Voor Didactiek Der BetaWetenschappen, 18(2), 111–139; 111.
Kaper, W. H. (1997). Thermodynamica leren onderwijzen. CD-beta reeks (Vol. 27).
King, D. T., & Ritchie, S. M. (2013). Academic success in context-based chemistry: Demonstrating fluid transitions between concepts and context. International Journal of Science Education, 35(7), 1159–1182.
Lehavi, Y., Eylon, B.-S., Hazan, A., Bamberger, Y., & Weizman, A. (2014). Focusing on changes in teaching about energy. In M. F. Tasar (Ed.), Proceedings of The World Conference on Physics Education 2012, The Role of Context, Culture, and Representations in Physics Teaching and Learning2 (pp. 485–492). Istanbul, Turkey: Pegem Akademi.
Lijnse, P., & Klaassen, K. (2004). Didactical structures as an outcome of research on teaching-learning sequences? International Journal of Science Education, 26(5), 537–554.
Liu, X., Ebenezer, J., & Fraser, D. M. (2002). Structural characteristics of university engineering students‟ conceptions of energy. Journal of Research in Science Teaching, 39(5), 423–441.
Logman, P.S.W.M., Kaper, W.H., Ellermeijer, A.E. (submitted-a). An innovative educational approach aiming at a versatile concept of energy combining context-based education with guided reinvention.
Logman, P.S.W.M., Kaper, W.H., Ellermeijer, A.E. (submitted-b). Summative evaluation of a context-based approach making use of guided reinvention while aiming at a versatile concept of energy.
Meltzer, D. E. (2004). Investigation of students‟ reasoning regarding heat, work, and the first law of thermodynamics in an introductory calculus-based general physics course. American Journal of Physics, 72(11), 1432–1446.
Parchmann, I., Gräsel, C., Baer, A., Nentwig, P., Demuth, R., & Ralle, B. (2006). “Chemie im kontext”: A symbiotic implementation of a context-based teaching and learning approach. International Journal of Science Education, 28(9), 1041–1062.
Pilot, A., & Bulte, A. M. W. (2006). The use of “contexts” as a challenge for the chemistry curriculum: Its successes and the need for further development and understanding. International Journal of Science Education, 28(9), 1087–1112.
Prince, M., Vigeant, M., & Nottis, K. (2012). Development of the heat and energy concept inventory: Preliminary results on the prevalence and persistence of engineering students‟ misconceptions. Journal of Engineering Education, 101(3), 412–438.
Prins, G. T. (2010). Teaching and learning of modelling in chemistry education. Utrecht, The Netherlands: CD-Bèta Press.
Schwartz, A. T. (2006). Contextualized chemistry education: The american experience. International Journal of Science Education, 28(9), 977–998.
Solbes, J., Guisasola, J., & Tarín, F. (2009). Teaching energy conservation as a unifying principle in physics. Journal of Science Education and Technology, 18(3), 265–274.
Stefanel, A. (2014). Discussion of strand on energy in upper secondary school. In M. F. Tasar (Ed.), Proceedings of The World Conference on Physics Education 2012, The Role of Context, Culture, and Representations in Physics Teaching and Learning (pp. 521–524). Istanbul, Turkey: Pegem Akademi.
Swackhamer, G., & Hestenes, D. (2005). An energy concept inventory (draft version April 2005). Arizona State University.
Westbroek, H. B. (2005). Characteristics of meaningful chemistry education. Utrecht, The Netherlands: CD-Bèta Press.
Westbroek, H. B., Klaassen, K., Bulte, A., & Pilot, A. (2009). Providing students with a sense of purpose by adapting a professional practice. International Journal of Science Education, 32(5), 603–627.
Westra, R. H. V. (2008). Learning and teaching ecosystem behavior in secondary education. Utrecht, The Netherlands: CD-Bèta Press.

How to cite this article

APA

Logman, P., Kaper, W., & Ellermeijer, T. (2015). Evaluation of the Learning Process of Students Reinventing the General Law of Energy Conservation. Eurasia Journal of Mathematics, Science and Technology Education, 11(3), 479-504. https://doi.org/10.12973/eurasia.2015.1323a

Vancouver

Logman P, Kaper W, Ellermeijer T. Evaluation of the Learning Process of Students Reinventing the General Law of Energy Conservation. EURASIA J Math Sci Tech Ed. 2015;11(3):479-504. https://doi.org/10.12973/eurasia.2015.1323a

AMA

Logman P, Kaper W, Ellermeijer T. Evaluation of the Learning Process of Students Reinventing the General Law of Energy Conservation. EURASIA J Math Sci Tech Ed. 2015;11(3), 479-504. https://doi.org/10.12973/eurasia.2015.1323a

Chicago

Logman, Paul, Wolter Kaper, and Ton Ellermeijer. "Evaluation of the Learning Process of Students Reinventing the General Law of Energy Conservation". Eurasia Journal of Mathematics, Science and Technology Education 2015 11 no. 3 (2015): 479-504. https://doi.org/10.12973/eurasia.2015.1323a

Harvard

Logman, P., Kaper, W., and Ellermeijer, T. (2015). Evaluation of the Learning Process of Students Reinventing the General Law of Energy Conservation. Eurasia Journal of Mathematics, Science and Technology Education, 11(3), pp. 479-504. https://doi.org/10.12973/eurasia.2015.1323a

MLA

Logman, Paul et al. "Evaluation of the Learning Process of Students Reinventing the General Law of Energy Conservation". Eurasia Journal of Mathematics, Science and Technology Education, vol. 11, no. 3, 2015, pp. 479-504. https://doi.org/10.12973/eurasia.2015.1323a