Introduction: Why focus on energy instruction?

Arthur Eisenkraft; Jeffrey Nordine; Robert F. Chen; David Fortus; Joseph Krajcik; Knut Neumann; Allison Scheff

doi:10.1007/978-3-319-05017-1_1

Introduction: Why focus on energy instruction?

Arthur Eisenkraft
, Jeffrey Nordine
, Robert F. Chen
, David Fortus
, Joseph Krajcik
, Knut Neumann
, Allison Scheff

San Antonio Children’s Museum
Leibniz Institute for Science and Mathematics Education
Weizmann Institute of Science
Michigan State University
Massachusetts Department of Higher Education

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

Energy is one of the most important ideas in all of science and is useful for predicting and explaining phenomena within every scientific discipline. Yet, there are substantive differences in how the energy concept is used across disciplines. While a particle physicist relies heavily on the idea that energy is conserved during interactions between subatomic particles, an ecologist is typically more concerned with the idea energy transfers across system boundaries.

Original language	English
Title of host publication	Teaching and Learning of Energy in K-12 Education
Publisher	Springer International Publishing
Pages	1-11
Number of pages	11
ISBN (Electronic)	9783319050171
ISBN (Print)	9783319050164
DOIs	https://doi.org/10.1007/978-3-319-05017-1_1
State	Published - Jan 1 2014

ASJC Scopus Subject Areas

General Social Sciences

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10.1007/978-3-319-05017-1_1

Cite this

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AU - Scheff, Allison

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Introduction: Why focus on energy instruction?

Abstract

ASJC Scopus Subject Areas

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