Evaluating PCK about energy of prospective teachers

Evaluating PCK about energy of prospective teachers Paul Heron1, Marisa Michelini2, Alberto Stefanel21 Physics Department of the University of Seattle 2 Physics Department of the University of Udine

Introduction Nowadays is widely known that for the teacher education is needed a reflection on the disciplinary contents in a pedagogical frame work (PCK: Pedagogical Content Knowledge - Schulman, 1987; Viennot, 1997; Michelini, 2004). In the case of the prospective teachers the disciplinary training must proceeds contemporary to the building of competences in the disciplinary didactics. The knot to be faced is how to realize a formation giving operative methodological tools in differentiated situations and contests (McDermott, 1991; Nersessian, 1995; Viennot, 1995; Kouhilla, 2000). This problem is particularly hard in the case of the future primary school teachers, that generally have very weak disciplinary competences (Michelini, 2003; 2004)

Research experimentations on initial education show that it is important to introduce the disciplinary contents in terms of the way they are teach, by means of formative actions, in which the projectual aspects and the reflections on the proposed elements are contained in the training process. (Holbrook 2002; Guile 2003;Michelini 2004) The personal involvement of the student with the subject of the study, the manual and conceptual operativity in the interpretative processes, the analysis of potentialities and limits of the interpretation, constitute the requirement for the learning. (Corni et al. 2004).

In this frame work the primary school teacher training to the Energy concept involves two different order of problems: • the difficulties deriving from the holes in the disciplinary knowledge (Kirkwood, et al. 1989; Kruger et al. 1990; Spirtou, Koumaras 1994) • the need to overcome the pseudo divulgative approaches that focalize the attention on sources and forms of Energy, instead of the concept of Energy as a descriptor of states and processes. (Heron et al. 2008).

Learning problems (resumed by Millar 2005) • energy associated to human or living being, as fuel-like substance which is possessed by living things (Solomon 1982; Watts1983; Watts, Gilbert 1983; Nicholls and Ogborn 1993; Trumper 1993; Dawson-Tunik 2005); • energy possesses only by moving objects (Stead 1980. Watts 1983) or as product of some process and existing only during this process (Nicholls and Ogborn, 1993; Watts 1983; Duit 1984); • energy; energy as force or power (Trumper 1983, Driver, Warrington 1985); different forms of energy and recognition of the form associated to standing objects (Brook, Wells 1988; Carr M. and Kirkwood V. 1998); • conservation of energy (Duit 1981; Watts 1983; Black and Solomon 1983. Brook and Driver 1984. Driver and Warrington 1984, Solomon 1985); • transformation of energy and process (Carr M. and Kirkwood V. 1998; Gilbert and Watts 1983; Duit 1984; Trumper 1993; Dawson-Tunik 2005).

A formative module about energy was proposed to different groups of prospective teachers. The module was divided in two parts: in the first part a traditional approach to the concept of energy was proposed starting from the concept of work; in the second part was presented a teaching/learning proposal based on experimental exploration and inquiry strategy by means of tutorials. First experimentation 2007/08 good results on CK, but not on PCK Second experimentation 2008/09 focused on PCK

A formative module about energy was proposed to different groups of perspective teachers. The module was divided in two parts: in the first part a traditional approach to the concept of energy was proposed starting from the concept of work; in the second part was presented a teaching/learning proposal based on experimental exploration and inquiry strategy by means of tutorials. First experimentation 2007/08 good results on PC, but not on PCK Second experimentation 2008/09 focused on PCK • In this communication: • The first experimentation and the main point of the proposal on energy for primary • The results of the first experimentation • The new lab focused on PCK • Results

Research questions Before instruction: RQA1. How the prospective teachers identify Energy? RQA2 What kind of meaning the prospective teachers assign to expression like conserves, transforms, dissipates or transfers Energy ? RQA3 What type of forms of Energy the prospective teachers know? RQB1 A formation strategy on a innovative proposal about energy based on the exploration of the proposal itself produced effective PCK on energy? RQB2 A personal involvement in the analysis of PCK questions combined with a pear to pear discussion constructs effective PCK on energy? RQB3 What kind of PCK? RQC How it is possible evaluate PCK?

A first experimentation (07/08) • Course proposed to N=101 trainees (21-22 years old, attended the course of Physics Education in the second year of the Degree in Science of Education at Udine University) • A pre/questionnaire • A traditional instruction on energy starting from work • A discussion on the rationale of the research based proposal on energy developed, with illustration of the simple everyday experimental apparatus and explorative activity • Questions about energy and it learning • Post examination

Data from pre-questionnaire 07/08 Q1. What do you know about Energy? Energy identification

Data from pre-questionnaire 07/08 Q1. What do you know about Energy?

Data from pre-questionnaire 07/08 Q1. What do you know about Energy? 2 cases Kinetic, potential, internal only 66 cases miscellaneous

Data from pre-questionnaire 07/08 Q1. What do you know about Energy?

Data from pre-questionnaire 07/08 Q4. Is energy conserved? In your answer explain in what is meant by “conserved.” Yes: 74 No: 24 partially: 3 Without explanation (11) Conservation principle – nothing is created, nothing is detroyed (13) ..because it is transformed (22) “it is stored in batteries…”, “in power centrals… (33) “it is despersed..” (15) “because it is transformed” (7) “it is partially destroyed in the transformation, but a part remains”

Q5. Can energy by transformed? Explain, giving two examples From a form to an other form (47) It transforms in movement or become from movement (“muscular energy transform in movement”) (20) It is transformed in heat (“solar energy transform in heat”, “the eaten food transform in energy and produce heat” (19) It is transformed in a system (“solar energy is transformed in something essential for life”) (17) It produces transformation in things (“solar energy transform through fusion atoms”, “the food transformed in the body”, “the movement of wind is transformed in electricity/current” (11) It is produced in the processes (“water produce energy” -10) It transforms in a force (the force of wind transform in energy”) (4) It transforms in light (4) Yes (95): (Totally 148 motivations) No (3 – “energy is used to do something other”;NA (5)

THE research based PATH FOR PRIMARY The first activity took advantage of pupils’ natural interest in their own bodies by introducing “human energy” as something that can be obtained from the foods we eat.

THE research based PATH FOR PRIMARY The energy available from food led to the question: what can we do with the energy we have in our bodies? Riding bicycles was an example that was used to introduce the next topic – rotational kinetic energy produced by turning the wheel of a bicycle (an upturned bicycle and toy bicycles).

THE research based PATH FOR PRIMARY Next the students looked at pictures of windmills and turbines set in motion by flowing water. They were expected to make the connection that non-animate objects, water and air, could have the same effect as an animate object (the person) and therefore reasonably be said to have energy as well. The next step: a new form of energy. A toy turbine

THE research based PATH FOR PRIMARY The form of energy that was transformed into the rotational kinetic energy of the wheel is referred to as “falling” potential energy.

THE research based PATH FOR PRIMARY Experiments with a Newton’s cradle apparatus followed.

THE research based PATH FOR PRIMARY ...the elastic potential energy

THE research based PATH FOR PRIMARY A final new form of energy is introduced in the next section. The students discuss how light from the sun can warm their skin and heat water. These effects are taken as suggesting a possible new form of energy: that carried by light.

THE research based PATH FOR PRIMARY Finally, different forms of internal energy are explored..... (changes in temperature, changes in structure; change in the shape )

General results at the end of the module 07/08 Content Knowledge (the book of the teacher; examination on content knowledge): 87% - forms: Kinetic, potential, internal, associated with light (70% only) - identification: it transform from a form to an other; it is conserved because it is transformed [but a part is in any case lost 43%] OK expected results Pedagogical Content Knowledge(teacher plan on how propose energy with pupils): 72% (an example) “Energy is the capacity to do work”. “It exists in different forms: nuclear, kinetic, thermal……”, “it is transformed (for instance in the movement of a turbine)”. “It is conserved (<<nothing is destroyed, nothing is conserved>>).” The wrong way again!!!

The formative module based on energy PCK – Lab 08/09 • A traditional instruction on energy starting from work • A discussion on the rationale of the research based proposal on energy developed, with illustration of the simple everyday experimental apparatus and explorative activity • A laboratory on PCK, based on individual and cooperative work activated by the questions of worksheets • A home work activity of reflection aims to reconstruct CK and PCK • A final questionnaire on PCK –questions The entire module was followed by 37 trainees (a part of a group of 143 trainees, 21-22 years old, that have attended the course of Physics Education in the second year of the Degree in Science of Education at Udine University)

The PCK-Lab 08/09 I – Individual – Q1-2 – work-sheet1 II-Group – comparison of the answers give to the Q1-2 questions III-Individual- Answer to a specific PCK-Question IV-Grop- discuss the specific question V- Group- intergroup activity with expert modality: collect the different aspecets emerged from the presentation of the expert on the differnt questions VI-Home work- re-organize Knot/Concept/ about energy; compare the list with the content of a textbook fot elementary school;

Work-Sheet 1: Concepts and knots (Individual Part) 1.1 List the concepts more relevant about energy (10 min). ______________________ __________Open question 1.2 Individuate the questions considerd critical with rispect to the concept to be learn (10 min). _____________________ __________Open question Explain the choice made . ______________________ __________Open question

Work-Sheet 2: Concepts and knokt (Group Part) Componentis of the group (4 person): 2.1 Compare the answers to the point 1.1. of the Worksheet 1and formulate a common rational list, motivating the choiches made (10 min). ______________________ __________Open question 2.2 Compare the answers to the point 1.2 of the the Worksheet 1 and formulate a common rational list, motivating the choiches made (10 min). ______________________ __________Open question

Work-sheet 3a: Question 1 A Teacher (Q) recognize that his pupils used correctly standard sentences to give answer to her own questions, but, when required, are not able to explain the meaning of these sentences. Proposed to students this situation: The spring in a toy car was wound up and the car let go on the floor. Why did the car stop after a while? A: Because the force acting on it ceased. Q: Have you ever heard about the law of conservation of energy? What does It mean? A: Energy is not created or destroyed. Q: So what happened to the energy of the car? A: It changed to kinetic energy, and then to potential energy. Q: Which potential energy? A: I don’t actually know, . . (Goldring Osborne (1994) Students’ difficulties with energy and related concepts, Phys. Educ. 29)

3.1. Individual part (15 min) D3.1.1 What demonstrate to have undestand the girl involved in the dialogue from Goldring Osborne (1994) Students’ difficulties with energy and related concepts, Phys. Educ. 29 D3.1.2. What is it vague in her aswers? ______________________ __________Open question D3.1.3 . What remain to be clarified ? ______________________ __________Open question D3.1.4. What kind of questions do you should prepare to affront a discussion in a classroom activity aims to the comprehension of not clear concepts and aspects? For each questions propose the answers expected Questions ___________________________________ Expected answers _____________________________ 3.2 Group Part – 20 min – Discuss the different analysis made (Write your note on the groups activity on the back of this sheet)

Other questions related to the knots: • - Energy associated to system (Q3b. As far as you know, are there things that have/posses energy?) • Conservation of energy (Q3. naïve meaning of conservation vs scientific one). • Transformation of energy (Can energy by transformed?) • The energy “lost” (A bicycle wheel of stopped robbing by hand. Where is gone the energy of the wheel?

Grid for final report I part In the light of the activity, taking into account the group work, present and explain what are the relavant concepts and wht knots ar to be considered and how on energy II Part Analize a textbook that included also energy Indicate: author, title and publisher and if the concepts and knots are treated in sattisfied way and what are the eventually holes III Part Illustrate what do you think to have learnt in the laboratory on energy contents and concepts Specific elements for the professionality of a teacher (es. conceptual knot, typical reasoning of pupils….)

The PCK - Questionnaire 15 open ended questions based also on multichoice question for student Q1.In a student group a pupils say that energy is the force that make functioning things How it is possible to face in the classroom the knot of the distinction of force and energy? _________________________________________________

[the same question discussed in the PCK – Energy laboratory] Q2. A group of pupils analyze the situation: “A bicycle wheel initially moving, is stopped actioning brakes”. At the question: “ where is gone energy, possessed by the wheel”, the pupils answer: A: Alessia: “the energy of the wheel disappeared ”, B: Deborah“a part of the energy disappeared, in thermal energy” C: Francesco: “The kinetic energy transform in internal energy” D: Giovanni: “The kinetic energy transform in potential energy” E: Sara: “The kinetic energy transform in heat” F: Melissa: “The kinetic energy transform in energy passing to the hand/to the air“ 2.1 Discuss each answer of the pupils ________________________ 2.2Whataspects are relevanttobe addressed in a classrooomactivity?

Q3.In a group, the four pupils say: • A) The energy is not conserved “because is lost ”, • B) “it is lost because transform”, • C) “The energy exist only when is created”, • D) “The energy exhaust, in fact we need to fill up the car” • 3.1 Discuss each answer? • 3.2Whatkindofknots are evidencedbydifferentanswers and howitispossible face withpupils?

Q4 Millar (Teaching about Energy 2005) outlined that “energy is not a cause” and criticize some expressions in the text books for primary as the follow: 4A.1) Energy is needed to get jobs done, or to make things work 4A2) Without energy nothing can ever happen 4A3) You need energy to move and work Or 4B.1) a ball keeps moving because it has kinetic energy 4B.2) Petrol makes a car go because petrol has energy

Data: post questionnaire 08/09 Q1 : Force vs energy

Data: post questionnaire 08/09 Q1 : Force vs energy E: property of state of a system F: related to interaction

Data: post questionnaire 08/09 Q1 : Force vs energy

Data: post questionnaire 08/09 C: from kinetic to internal Q2. A bicycle wheel initially moving, is stopped actioning brakes

Data: post questionnaire 08/09 6: enriching comments C: from kinetic to internal Francesco “ understands the possible transformation, but do not specify if the internal energy is of the wheel or is of the brake” “The kinetic energy transform in internal energy, that we perceive as heating”

Data: post questionnaire 08/09 Some problem with forms and transformation between a form into an other “Kinetic energy do not transform only in internal energy and in potential energy” (8) Too oriented on details to choice (5)

Evaluation post questionnaire 08/09

Results from 08/09 • Competencies in CK • Energy Identification • Energy forms • Energy as state property of system • Transformation of energy meaning • Conservation of energy meaning • Competencies in PCK • Active approach to Energy with pupils • Operative identification of energy • Knowledge on typical students learning problems on the topic and how it is possible to face in school classroom

Conclusions Before instruction: RQA1. How the prospective teachers identify Energy? RQA2 What kind of meaning the prospective teachers assign to expression like conserves, transforms, dissipates or transfers Energy ? RQA3 What type of forms of Energy the prospective teachers know? Different forms, properties of transformation, conservation Conserved because Stored Transformed …in movement, in system the physics energy forms at the same level of the forms associated to source

Conclusions RQB1 A strategy formation on energy and on a innovative proposal on it based on the exploration of the proposal itself produced effective PCK on energy? RQB2 A personal involvement in the analysis of PCK questions combined with a pear to pear discussion construct effective PCK on energy? No, it produce good enrichment in PC, but not in PCK Yes

Evaluating PCK about energy of prospective teachers