History and Philosophy of Science: A Lever to Teach Energy at High School [Konferenzbericht] Paper presented at the Annual Meeting of the European Science Education Research Association (ESERA) (12th, Dublin, Ireland, Aug 21-25, 2017).

Autor/inn/en	Bächtold, Manuel; Munier, Valérie
Titel	History and Philosophy of Science: A Lever to Teach Energy at High School [Konferenzbericht] Paper presented at the Annual Meeting of the European Science Education Research Association (ESERA) (12th, Dublin, Ireland, Aug 21-25, 2017).
Quelle	(2019), (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bächtold, Manuel) ORCID (Munier, Valérie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Methods; Energy; Scientific Concepts; Science Instruction; Secondary School Science; High School Students; Video Technology; Science History; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Energie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; History of science; Wissenschaftsgeschichte; Unterrichtserfolg
Abstract	In this paper, we present and discuss a teaching strategy for the concept of energy at high school based on history and philosophy of science (HPS) and dealing with Joule's experiment (Joule J. Philos Mag 3(31):173-176, 1847a) and Rankine's definition (Rankine W. Edinburgh New Philos J 3:121-141, 1855). This sequence has been developed and implemented in the frame of a collaborative and iterative work involving researchers and teachers. On the one hand, we investigated the extent to which it makes sense for teachers to introduce HPS in their teaching of energy. Video recordings of classroom practices and semi-structured interviews show that HPS can help teachers to think and develop links between the different activities dealing with energy; moreover, they consider the activities based on HPS both as a very good means for raising students' interest in energy and as helping them to understand this concept. On the other hand, we assessed students' understanding of energy using a quantitative method based on pre- and post-tests along with qualitative analysis of videos produced by students. The outcomes suggest that the teaching strategy was effective for many students regarding their understanding of both the notion of energy transformation and the principle of energy conservation. In the light of these outcomes, we discuss the possible contribution of HPS for conceiving new strategies for science teaching. [For the complete volume, "Bridging Research and Practice in Science Education: Selected Papers from the ESERA 2017 Conference. Contributions from Science Education Research. Volume 6," see ED615249.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01