This article presents one lesson from a teaching unit on energy designed by a group of researchers at the Leibniz Institute or Science and Mathematics Education (IPN). The goal of this lesson is to facilitate students' understanding of energy conservation. Based on the principle that students develop an integrated scientifiv understanding through engaging in explainations of phenomena, this lesson builds on five phenomena, each of them confronting students' expectation from previous experience. The unexpected observation is supposed to create a cognitive conflict, raising students' motivation to work through a mini-investigation to further explore that phenomenon. During these mini-investigations, students are led by a worksheet guiding them in developing the idea of energy conservation and using it to explain these observed phenomena.
Translated title of the contributionIs the energy conserved or not? : Problem-driven investigation for developing understanding of energy conservation
Original languageChinese (Traditional)
Journal 物理教师 (Physiklehrer)
Pages (from-to)33 - 36
Number of pages4
Publication statusPublished - 2015

    Research areas

  • Research in teaching and learning - High School physics, energy education, energy conservation, problem-driven, cognitive conflict

ID: 567086