Standard

How do students understand energy in biology, chemistry, and physics? : Development and validation of an assessment instrument. / Opitz, Sebastian; Neumann, Knut; Bernholt, Sascha; Harms, Ute.

In: Eurasia Journal of Mathematics, Science and Technology Education, Vol. 13, No. 7, 06.2017, p. 3019-3042.

Publication: Research - peer-reviewJournal articles

Harvard

Opitz, S, Neumann, K, Bernholt, S & Harms, U 2017, 'How do students understand energy in biology, chemistry, and physics?: Development and validation of an assessment instrument' Eurasia Journal of Mathematics, Science and Technology Education, vol 13, no. 7, pp. 3019-3042. DOI: 10.12973/eurasia.2017.00703a

APA

Opitz, S., Neumann, K., Bernholt, S., & Harms, U. (2017). How do students understand energy in biology, chemistry, and physics? Development and validation of an assessment instrument. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3019-3042. DOI: 10.12973/eurasia.2017.00703a

Vancouver

Opitz S, Neumann K, Bernholt S, Harms U. How do students understand energy in biology, chemistry, and physics?: Development and validation of an assessment instrument. Eurasia Journal of Mathematics, Science and Technology Education. 2017 Jun;13(7):3019-3042. Available from, DOI: 10.12973/eurasia.2017.00703a

BibTeX

@article{fef6cedfcd5e4249a874b0e879698aa6,
title = "How do students understand energy in biology, chemistry, and physics?: Development and validation of an assessment instrument",
abstract = "Science standards of different countries introduced disciplinary core ideas and crosscutting concepts—such as energy—to help students develop a more interconnected science understanding. As previous research has mostly addressed energy learning in specific disciplinary contexts, this study targets students’ cross-disciplinary understanding of energy. Since no respective test instrument was available, we present the development and validation of an instrument that can be used to compare students’ progressing energy understanding across contexts from biology, chemistry, and physics. In a cross-sectional study, we administered the new instrument to N = 752 students at the end of grades 6, 8, and 10. In addition to a detailed discussion of the instrument’s reliability and validity, the study findings compare progressing energy understanding in the three disciplinary contexts. With regard to energy as a crosscutting concept, the results are then used to discuss how students’ energy understanding may be connected across disciplinary boundaries.",
keywords = "Implementation research, energy, crosscutting concept, disciplinary core idea, biology, chemistry, physics",
author = "Sebastian Opitz and Knut Neumann and Sascha Bernholt and Ute Harms",
year = "2017",
month = "6",
doi = "10.12973/eurasia.2017.00703a",
volume = "13",
pages = "3019--3042",
journal = "Eurasia Journal of Mathematics, Science and Technology Education",
issn = "1305-8223",
publisher = "Moment Publications",
number = "7",

}

RIS

TY - JOUR

T1 - How do students understand energy in biology, chemistry, and physics?

T2 - Eurasia Journal of Mathematics, Science and Technology Education

AU - Opitz,Sebastian

AU - Neumann,Knut

AU - Bernholt,Sascha

AU - Harms,Ute

PY - 2017/6

Y1 - 2017/6

N2 - Science standards of different countries introduced disciplinary core ideas and crosscutting concepts—such as energy—to help students develop a more interconnected science understanding. As previous research has mostly addressed energy learning in specific disciplinary contexts, this study targets students’ cross-disciplinary understanding of energy. Since no respective test instrument was available, we present the development and validation of an instrument that can be used to compare students’ progressing energy understanding across contexts from biology, chemistry, and physics. In a cross-sectional study, we administered the new instrument to N = 752 students at the end of grades 6, 8, and 10. In addition to a detailed discussion of the instrument’s reliability and validity, the study findings compare progressing energy understanding in the three disciplinary contexts. With regard to energy as a crosscutting concept, the results are then used to discuss how students’ energy understanding may be connected across disciplinary boundaries.

AB - Science standards of different countries introduced disciplinary core ideas and crosscutting concepts—such as energy—to help students develop a more interconnected science understanding. As previous research has mostly addressed energy learning in specific disciplinary contexts, this study targets students’ cross-disciplinary understanding of energy. Since no respective test instrument was available, we present the development and validation of an instrument that can be used to compare students’ progressing energy understanding across contexts from biology, chemistry, and physics. In a cross-sectional study, we administered the new instrument to N = 752 students at the end of grades 6, 8, and 10. In addition to a detailed discussion of the instrument’s reliability and validity, the study findings compare progressing energy understanding in the three disciplinary contexts. With regard to energy as a crosscutting concept, the results are then used to discuss how students’ energy understanding may be connected across disciplinary boundaries.

KW - Implementation research

KW - energy

KW - crosscutting concept

KW - disciplinary core idea

KW - biology

KW - chemistry

KW - physics

U2 - 10.12973/eurasia.2017.00703a

DO - 10.12973/eurasia.2017.00703a

M3 - Journal articles

VL - 13

SP - 3019

EP - 3042

JO - Eurasia Journal of Mathematics, Science and Technology Education

JF - Eurasia Journal of Mathematics, Science and Technology Education

SN - 1305-8223

IS - 7

ER -

ID: 551739