Productivity of "Collisions Generate Heat" for Reconciling an Energy Model with Mechanistic Reasoning: A Case Study

Autor/inn/en	Scherr, Rachel E.; Robertson, Amy D.
Titel	Productivity of "Collisions Generate Heat" for Reconciling an Energy Model with Mechanistic Reasoning: A Case Study
Quelle	In: Physical Review Special Topics - Physics Education Research, 11 (2015) 1, S.010111-1 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-9178
DOI	10.1103/PhysRevSTPER.11.010111
Schlagwörter	Science Instruction; Science Teachers; Faculty Development; Energy; Mechanics (Physics); Kinetics; Thermodynamics; Scientific Concepts; Secondary School Teachers; Secondary School Science; Heat; Barriers; Learning Processes; Video Technology; Middle School Teachers; High Schools; Documentation; Cooperative Learning; Concept Formation; Models; Logical Thinking; Washington + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Energie; Mechanik; Kinetik; Thermodynamik; Hitze; Learning process; Lernprozess; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; Oberschule; Dokumentation; Kooperatives Lernen; Concept learning; Begriffsbildung; Analogiemodell
Abstract	We observe teachers in professional development courses about energy constructing mechanistic accounts of energy transformations. We analyze a case in which teachers investigating adiabatic compression develop a model of the transformation of kinetic energy to thermal energy. Among their ideas is the idea that thermal energy is generated as a byproduct of individual particle collisions, which is represented in science education research literature as an obstacle to learning. We demonstrate that in this instructional context, the idea that individual particle collisions generate thermal energy is not an obstacle to learning, but instead is productive: it initiates intellectual progress. Specifically, this idea initiates the reconciliation of the teachers' energy model with mechanistic reasoning about adiabatic compression, and leads to a canonically correct model of the transformation of kinetic energy into thermal energy. We claim that the idea's productivity is influenced by features of our particular instructional context, including the instructional goals of the course, the culture of collaborative sense making, and the use of certain representations of energy. (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