Learning Progression for Energy

Leading team

Prof. David Fortus

Postdocs and students

Students and postdocs have not been recruited yet.

Consultant

Dr. Yaron Lehavi

Summary

The project’s goal is to develop and test a novel approach to energy instruction that does away with energy forms and energy transformations. It is a systems approach in which energy is a unitary entity that can only be transferred between systems. This approach requires the introduction of fields as “systems” to which energy can be transferred. The approach has been instantiated in a middle school unit and tested in several schools in the US, with great success.

Related articles

  • Nordine, J. C., et al. (2011). Transforming energy instruction in middle school to support integrated understanding and future learning. Science Education 95(4): 670-699.
  • Fortus, D., Sutherland Adams, L., Krajcik, J. & Reiser, B. (2015). Assessing the role of curriculum coherence in student learning about energy. Journal of Research in Science Teaching, 52(10), pp. 1408-1425.
  • Fortus, D., Kubsch, M., Bielik, T., Krajcik, J.S., Lehavi, Y., Neumann, K., Nordine, J., Opitz, S., & Touitou, I. (2019). Systems, Transfer, and Fields: Evaluating a new Approach to Energy Instruction. Journal of Research in Science Teaching.
  • Kubsch, M., Nordine, J., Neumann, K., Fortus, D., & Krajcik, J.S. (2019). Probing the Relation between Students’ Integrated Knowledge and Knowledge-in-Use about Energy using Network Analysis. Eurasia Journal of Mathematics, Science and Technology Education, 15(8), em1728.
  • Nordine, J., Fortus, D., Krajcik, J., Lehavi, Y., Neumann, K., & Kubsch, M. (2019). Modelling Energy Transfers between Systems to Support Energy Knowledge in Use. Studies in Science Education 54(2), 177-206.