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Quoting Rachel Scherr again... "... examples of intuitive ontologies for
energy that we have observed in classroom contexts [... include] energy as
a quasi-material substance; as a means of activation; as a fuel; and as an
ineffable quantity which is not subject to further analysis. In the
classroom, multiple and overlapping metaphors for energy complement one
another in complex representations of physical phenomena. "
The nature of energy is not typically an explicit topic of physics
instruction.
The quasi-material substance metaphor best supports
understanding of energy as a conserved quantity.
instruction that builds expert concepts from students' everyday
resources and reinforces the beginnings of expert-like thinking
skills as they appear in classroom discourse.