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dc.contributor.authorPapadouris, Nicosen
dc.contributor.authorConstantinou, Constaninos P.en
dc.contributor.authorKyratsi, Theodoraen
dc.creatorPapadouris, Nicosen
dc.creatorConstantinou, Constaninos P.en
dc.creatorKyratsi, Theodoraen
dc.date.accessioned2017-07-27T10:42:48Z
dc.date.available2017-07-27T10:42:48Z
dc.date.issued2008
dc.identifier.urihttps://gnosis.library.ucy.ac.cy/handle/7/38349
dc.description.abstractThe aim of this study is to explore the ways in which students, aged 11-14 years, account for certain changes in physical systems and the extent to which they draw on an energy model as a common framework for explaining changes observed in diverse systems. Data were combined from two sources: interviews with 20 individuals and an open-ended questionnaire that was administered to 240 students (121 upper elementary school students and 119 middle school students). We observed a wealth of approaches ranging from accounts of energy transfer and transformation to responses identifying specific objects or processes as the cause of changes. The findings also provide evidence that students do not seem to appreciate the transphenomenological and unifying nature of energy. Students' thinking was influenced by various conceptual difficulties that are compounded by traditional science teaching; for instance, students tended to confuse energy with force or electric current. In addition, the comparison between the responses from middle school students and those of elementary school students demonstrates that science teaching and maturation appeared to have a negligible influence on whether students had constructed a coherent energy model, which they could use consistently to account for changes in certain physical systems. © 2007 Wiley Periodicals, Inc.en
dc.sourceJournal of Research in Science Teachingen
dc.source.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-42549130405&doi=10.1002%2ftea.20235&partnerID=40&md5=a80f969ea43348f4d31152ed536359d5
dc.titleStudents' use of the energy model to account for changes in physical systemsen
dc.typeinfo:eu-repo/semantics/article
dc.identifier.doi10.1002/tea.20235
dc.description.volume45
dc.description.issue4
dc.description.startingpage444
dc.description.endingpage469
dc.author.facultyΣχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education
dc.author.departmentΤμήμα Επιστημών της Αγωγής / Department of Education
dc.type.uhtypeArticleen
dc.description.notesCited By :19en
dc.source.abbreviationJ.Res.Sci.Teach.
dc.source.otherScopus
dc.contributor.orcidConstantinou, Constaninos P. [0000-0003-3183-4131]


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