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Yao, J.-X., Guo, Y.-Y., Neumann, K. (2017). Refining a learning progression of energy. International Journal of Science Education 39/17, 2361-2381.

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Article

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

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


World Journal of Chemical Education. 2021, Vol. 9 No. 4, 121-129
DOI: 10.12691/wjce-9-4-4
Copyright © 2021 Science and Education Publishing

Cite this paper:
Rebecca Grandrath, Matthias Teeuwen, 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.

Correspondence to: Rebecca  Grandrath, Department of Chemistry Education, University of Wuppertal, Gaußstr. 20, 42119 Wuppertal, Germany. Email: grandrath@uni-wuppertal.de

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.

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