Energy Conservation in Dissipative Processes: Teacher Expectations and Strategies Associated with Imperceptible Thermal Energy

Autor/inn/en	Daane, Abigail R.; McKagan, Sarah B.; Vokos, Stamatis; Scherr, Rachel E.
Titel	Energy Conservation in Dissipative Processes: Teacher Expectations and Strategies Associated with Imperceptible Thermal Energy
Quelle	In: Physical Review Special Topics - Physics Education Research, 11 (2015) 1, S.010109-1 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-9178
DOI	10.1103/PhysRevSTPER.11.010109
Schlagwörter	Science Instruction; Energy Conservation; Scientific Concepts; Elementary School Teachers; Secondary School Teachers; Kinetics; Elementary School Science; Secondary School Science; Motion; Heat; Concept Formation; Vignettes; Faculty Development; Physics; Phenomenology; High Schools; Photography; Documentation; Video Technology; Ethnography; Science Teachers; Washington + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Energieerhaltung; Energiespeicherung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kinetik; Bewegungsablauf; Hitze; Concept learning; Begriffsbildung; Physik; Phenomenological psychology; Phänomenologie; Psychologie; High school; Oberschule; Fotografie; Dokumentation; Ethnografie; Science; Science teacher; Wissenschaft
Abstract	Research has demonstrated that many students and some teachers do not consistently apply the conservation of energy principle when analyzing mechanical scenarios. In observing elementary and secondary teachers engaged in learning activities that require tracking and conserving energy, we find that challenges to energy conservation often arise in dissipative scenarios in which kinetic energy transforms into thermal energy (e.g., a ball rolls to a stop). We find that teachers expect that when they can see the motion associated with kinetic energy, they should be able to perceive the warmth associated with thermal energy. Their expectations are violated when the warmth produced is imperceptible. In these cases, teachers reject the idea that the kinetic energy transforms to thermal energy. Our observations suggest that apparent difficulties with energy conservation may have their roots in a strong and appropriate association between forms of energy and their perceptible indicators. We see teachers resolve these challenges by relating the original scenario to an exaggerated version in which the dissipated thermal energy is associated with perceptible warmth. Using these exaggerations, teachers infer that thermal energy is present to a lesser degree in the original scenario. They use this exaggeration strategy to track and conserve energy in dissipative scenarios. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01