Teaching and learning the physics energy concept

Abstract

This chapter provides a review of major fields of research on teaching and learning the physics energy concept. First, four basic ideas of this concept – transformation, transfer, conservation and degradation – are introduced. These ideas are closely interrelated. A single idea (such as degradation) may be understood only if all other ideas are also understood. This causes particular challenges to teaching and learning the concept. Second, the major approaches in teaching the energy concept discussed in the literature are analyzed. Interestingly, the “traditional” approach via force and work still plays a certain role – despite the many problems it includes. Third, an overview is provided of the state of research on students’ pre-instructional conceptions and (conceptual change) approaches designed to allow more advanced understanding of the energy concept. Finally, current attempts to teaching and learning of the energy concept within the learning progression approach are analyzed. It seems that a sequence with energy transformations (energy forms) and transfer first, followed by energy degradation, finally including energy conservation prevails. In much the same way as the historical development of key science ideas may be seen as a process of unfolding so far undifferentiated ideas, learning energy is viewed as a process of unfolding and differentiating students’ idiosyncratic conceptions.