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

Rebecca Grandrath^1, , Matthias Teeuwen¹ and Claudia Bohrmann-Linde¹

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

Cite this paper:
Rebecca Grandrath, Matthias Teeuwen and 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

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.

Keywords:
energy pre-concepts misconceptions energy conversion forms of energy learning progression

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