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Commentary to “A Physic's Musings on Teaching about Energy”

Commentary to “A Physic's Musings on Teaching about Energy”. Xiufeng Liu. What Should People Know about Energy Concept?. According to Quinn, only changes in energy matter any change in energy is balanced by some other change in energy energy availability governs what can happen

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Commentary to “A Physic's Musings on Teaching about Energy”

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  1. Commentary to “A Physic's Musings on Teaching about Energy” Xiufeng Liu

  2. What Should People Know about Energy Concept? • According to Quinn, • only changes in energy matter • any change in energy is balanced by some other change in energy • energy availability governs what can happen • energy tends to spread itself around as much as possible

  3. What Should People Know about Energy Concept? • According to AAAS (1989), • Utility: Can the content significantly enhance an individual’s personal decision-making and employment? • Social responsibility: Is the content likely to help individuals to make social and political decisions on matter related to science and technology? • Intrinsic value: Is the content fundamental to human history or pervasive in our culture? • Philosophical value: Does the content contribute to people’s thinking about the world, such as where do we come from, why things are happening in particular ways.

  4. What Should People Know about Energy Concept? • According to NRC (2012), • Energy as a Physical Science Disciplinary Core Idea: (a) nature of energy (definition of energy), (b) conservation of energy and energy transfer, (c) relationship between energy and forces, (d) energy in chemical processes and everyday life. • Energy as a crosscutting concept: energy flows, cycles, and conservations across disciplines

  5. What are the challenges we are facing in teaching students this knowledge? • First, the word meaning of energy in everyday life is very different than the energy concept in science. • Second, energy pertains to everything in science from materials world to living organisms. • Third, an expert-like understanding of energy requires a firm grasp of particulate models of matter.

  6. What should be done to meet these challenges? • A. The constructivist approach (starting with student informal ideas), • B. The physicist’s approach (starting with work in mechanics), • C. Belief-oriented approach (conservation as a belief).

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