Design, implementation and evaluation of a research-informed teaching sequence about energy

John Leach, Dora Orfanidou

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

We present the design, implementation and evaluation of a research-informed teaching sequence that aims to promote conceptual understanding about energy among Cypriot students, ages 15-16. The design addressed the requirements of the official curriculum and was underpinned by Feynman’s (1963) abstract perspective. Two design tools were used to inform design decisions: learning demand and communicative approach. A quasi-experimental design was used to compare the conceptual understanding of students in a group (n=18) who had followed the designed teaching sequence, with a comparison group (n=18) who had followed the school’s usual approach. Students who were taught through the designed teaching sequence were significantly better at producing energy descriptions of physical systems than were students who had followed usual traditional teaching, demonstrating that a conceptual treatment of energy can be accessible to students at this age and stage of their physics education.
Original languageEnglish
Title of host publicationPhysics teaching and learning:
Subtitle of host publicationchallenging the paradigm
EditorsDennis W. Sunal, Jonathan T. Shemwell, James W. Harrell, Cynthia S. Sunal
Place of PublicationCharlotte, NC
PublisherInformation Age Publishing
Volume8
ISBN (Electronic)9781641136587
ISBN (Print)9781641136563, 9781641136570
Publication statusPublished - 1 May 2019

Publication series

NameResearch in Science Education (RISE)
PublisherInformation Age Publishing

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