dc.contributor.author
Kubsch, Marcus
dc.date.accessioned
2024-04-22T07:58:34Z
dc.date.available
2024-04-22T07:58:34Z
dc.identifier.uri
https://refubium.fu-berlin.de/handle/fub188/42597
dc.identifier.uri
http://dx.doi.org/10.17169/refubium-42321
dc.description.abstract
Energy is a central concept across the sciences and an important goal of science education is to support all students so that they develop a full understanding of the energy concept. However, given the abstract and complex nature of the energy concept, only a few students develop an understanding so that they can use energy ideas to make sense of phenomena. Research into energy learning progressions aims at developing models of learning about energy to guide instruction so that students can be best supported in developing competence and has provided a rich model of how students' understanding of energy develops over time. Being largely based on cross-section data, however, the extent to which this model can guide instruction is limited, especially concerning the continued learning of students about energy. To address this gap—the limited evidence regarding what supports students' continued learning about energy—it was investigated how holding non-normative ideas and the integratedness of students' energy knowledge affect students' continued learning about energy. Drawing on data from a 4-year longitudinal study covering Grades 6–9 on students' learning about energy, diagnostic classification models were used to characterize students' non-normative idea profiles and the integratedness of their knowledge and then related both to their continued learning. The results suggest no detrimental effects of holding non-normative ideas and strong positive effects of holding integrated knowledge for students' continued learning about energy. Implications for teaching and future research are discussed.
en
dc.format.extent
23 Seiten
dc.rights.uri
https://creativecommons.org/licenses/by/4.0/
dc.subject
diagnostic classification models
en
dc.subject
learning progressions
en
dc.subject
longitudinal
en
dc.subject.ddc
500 Naturwissenschaften und Mathematik::530 Physik::530 Physik
dc.title
What affects the continued learning about energy? Evidence from a 4-year longitudinal study
dc.type
Wissenschaftlicher Artikel
dcterms.bibliographicCitation.doi
10.1002/tea.21931
dcterms.bibliographicCitation.journaltitle
Journal of Research in Science Teaching
dcterms.bibliographicCitation.number
5
dcterms.bibliographicCitation.pagestart
975
dcterms.bibliographicCitation.pageend
997
dcterms.bibliographicCitation.volume
61
dcterms.bibliographicCitation.url
https://doi.org/10.1002/tea.21931
refubium.affiliation
Physik
refubium.funding
DEAL Wiley
refubium.note.author
Die Publikation wurde aus Open Access Publikationsgeldern der Freien Universität Berlin gefördert.
refubium.resourceType.isindependentpub
no
dcterms.accessRights.openaire
open access
dcterms.isPartOf.eissn
1098-2736