Surveys on the Energy Concept - implications on Curricular Adaptions in Teaching (Light) Energy in the Science Classroom

Rebecca Grandrath^1, , Matthias Teeuwen¹ and Claudia Bohrmann-Linde¹

¹Department of Chemistry Education, University of Wuppertal, Gaußstr. 20, 42119 Wuppertal, Germany

Cite this paper

Rebecca Grandrath, Matthias Teeuwen and Claudia Bohrmann-Linde. Surveys on the Energy Concept - implications on Curricular Adaptions in Teaching (Light) Energy in the Science Classroom. World Journal of Chemical Education. 2021; 9(4):121-129. doi: 10.12691/WJCE-9-4-4

Abstract

Various questionnaire-based studies were carried out to get an impression of the (pre-)concepts and understanding of the scientific term “energy” in different age groups. In addition to primary school pupils, secondary school pupils and pre-service teachers, the impressions of in-service teachers were also obtained using similar questionnaires. In this article, the results of the studies are brought together in order to identify a need for action at school teaching the scientific energy concept.

Keywords

energy, pre-concepts, misconceptions, energy conversion, forms of energy, learning progression

Copyright

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References

[1]	Barke, H.-D., Hazari, A., Yitbari, S. (2009). Misconceptions in Chemistry. Addressing Perceptions in Chemical Education. Springer, Berlin, Heidelberg.
[2]	Kubsch, M., Nordine, J., Fortus, D., Krajcik, J., Neumann, K. (2020). Supporting Students in Using Energy Ideas to Interpret Phenomena: The Role of an Energy Representation. International Journal of Science and Mathematics Education, 1635-1654.
[3]	Pelte, D. (2010). Die Zukunft unserer Energieversorgung. Eine Analyse aus mathematisch-naturwissenschaftlicher Sicht, 1. Aufl. Vieweg+Teubner, Wiesbaden.
[4]	Neumann, K., Viering, T., Boone, W. J., Fischer, H. E. (2013). Towards a learning progression of energy. J. Res. Sci. Teach. 50/2, 162-188.
[5]	Schmidkunz, H., Parchmann, I. (2011). Basiskonzept Energie. Naturwissenschaften im Unterricht Chemie 22/121, 2-7.
[6]	Yao, J.-X., Guo, Y.-Y., Neumann, K. (2017). Refining a learning progression of energy. International Journal of Science Education 39/17, 2361-2381.
[7]	Transforming our world: the agenda 2030 for sustainable development, A/RES/70/1, 2015.
[8]	Tausch, M. (2019). Chemie mit Licht. Innovative Didaktik für Studium und Unterricht, 1. Aufl. Springer Berlin Heidelberg; Imprint: Springer Spektrum, Berlin, Heidelberg.
[9]	Wagner, T., Flint, A. (2018). Energie für Chemie oder Chemie für Energie? CHEMKON 25/3, 98-103.
[10]	Guidelines and curricula for primary schools in NRW (2008). https://www.schulentwicklung.nrw.de/lehrplaene/upload/klp_gs/LP_GS_2008.pdf (letzter Zugriff am 3.8.2021).
[11]	Curriculum for the Grammar School - Secondary Education (grade 5-10) in North Rhine-Westphalia. Chemistry (2008). https://www.schulentwicklung.nrw.de/lehrplaene/lehrplan/150/gym8_chemie.pdf (letzter Zugriff am 3.8.2021).
[12]	Curriculum for the Grammar School /Comprehensive School - Secondary Education (grade 10 - 13) in North Rhine-Westphalia. Chemistry (2014). https://www.schulentwicklung.nrw.de/lehrplaene/lehrplan/151/KLP_GOSt_Chemie.pdf (letzter Zugriff am 3.8.2021).
[13]	Zeller, D., Bohrmann-Linde, C. (2017). Solarzellen ohne Silicium für den Chemieunterricht. Nachr. Chem. 65/12, 1236-1239.
[14]	Bohrmann-Linde, C., Zeller, D. (2018). Photosensitizers for Photogalvanic Cells in the Chemistry Classroom. WJCE 6/1, 36-42.
[15]	Grandrath, R., Zeller, D., Kremer, R., Venzlaff, J., Tausch, M. W., Bohrmann-Linde, C. (2019). E hoch drei - Energieumwandlung experimentell erleben. Naturwissenschaften im Unterricht Chemie 30/4, 29-33.
[16]	Brunnert, R., Yurdanur, Y., W. Tausch, M. (2019). Towards Artificial Photosynthesis in Science Education. WJCE 7/2, 33-39.