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Teaching Energy in High School by Making Use of History and Philosophy of Science
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Bächtold, Manuel; Munier, Valérie – Journal of Research in Science Teaching, 2019
How to improve students' understanding of energy transformation and conservation remains one of the main challenges of energy teaching. To address this challenge, we developed a new teaching strategy suited to high school based on history and philosophy of science (HPS). It involves five key ingredients: study and reproduction of Joule's…
Descriptors: Energy, Teaching Methods, High School Students, Scientific Concepts
Model-Based Reasoning about Energy: A Fourth-Grade Case Study
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Tobin, Roger G.; Lacy, Sara J.; Crissman, Sally; Haddad, Nick – Journal of Research in Science Teaching, 2018
We report a case study of model-based reasoning in which a small group of fourth-grade students analyzes the energy flow when a solar panel is used to power an electric motor that spins a propeller. In developing their explanation of energy flow, the students draw on a general model of energy developed collectively by their class in the course of…
Descriptors: Models, Logical Thinking, Grade 4, Elementary School Students
Effects of Experimenting with Physical and Virtual Manipulatives on Students' Conceptual Understanding in Heat and Temperature
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Zacharia, Zacharias C.; Olympiou, Georgios; Papaevripidou, Marios – Journal of Research in Science Teaching, 2008
This study aimed to investigate the comparative value of experimenting with physical manipulatives (PM) in a sequential combination with virtual manipulatives (VM), with the use of PM preceding the use of VM, and of experimenting with PM alone, with respect to changes in students' conceptual understanding in the domain of heat and temperature. A…
Descriptors: Experimental Groups, Control Groups, Undergraduate Students, Introductory Courses
Children's Observations, Ideas, and Development of Classroom Theories about Light.
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Brickhouse, Nancy W. – Journal of Research in Science Teaching, 1994
Involves students in a study designed to examine the interaction between children's observations of light and shadows and their developing theories in the context of a series of lessons in a third-grade classroom. Results suggest that student's observation of light led to the development of a limited theory about light that was largely useful in…
Descriptors: Concept Formation, Demonstrations (Science), Light, Primary Education
Middle School Students' Achievement in Laboratory Investigations: Explicit versus Tacit Knowledge.
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Toh, Kok-Aun; Woolnough, Brian E. – Journal of Research in Science Teaching, 1993
Examines the relative importance of middle school students' explicit knowledge and tacit knowledge in carrying out open-ended laboratory investigations. Results indicate the students (n=207) provided with explicit knowledge through instruction performed significantly better in overall achievement in such investigations than those using only tacit…
Descriptors: Classroom Research, Concept Formation, Junior High Schools, Middle Schools
Cognitive Strategies Used by Chemistry Students to Solve Volumetric Analysis Problems.
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Anamuah-Mensah, J. – Journal of Research in Science Teaching, 1986
Describes an investigation of the strategies used by 47 high school students in solving volumetric analysis problems in chemistry. Reports that students in the high ability group mainly used the "formula" approach, while those in the low ability group tended to use the "proportional" approach to problem solving. (TW)
Descriptors: Chemistry, Cognitive Ability, Cognitive Development, Concept Formation