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Physical Review Special Topics - Physics Education Research
Energy as a substancelike quantity that flows: Theoretical considerations and pedagogical consequences
written by Eric Brewe
Utilizing an energy-as-substance conceptual metaphor as a central feature of the introductory physics curriculum affords students a wealth of conceptual resources for reasoning about energy conservation, storage, and transfer. This paper first establishes the utility and function of a conceptual metaphor in developing student understanding of energy concepts. Then a curricular framework with a prominent energy-as-substance conceptual metaphor is described. The curricular framework involves both a reorganization of the content of introductory physics as well as a renewed focus. Reorganizing includes treating energy early and spiraling back to energy treatments. The refocusing includes emphasizing energy's role in modeling phenomena and attending to the tools for representing energy conservation, storage, and transfer. Implementation of the energy framework is then described in the context of a Modeling Instruction course. Finally, qualitative evidence is presented showing student use of energy conceptual resources which are promoted in the curricular implementation.
Subjects Levels Resource Types
Classical Mechanics
- Work and Energy
Education Practices
- Active Learning
= Modeling
- Curriculum Development
= Course
- Pedagogy
= Analogies
- Lower Undergraduate
- Graduate/Professional
- Reference Material
= Research study
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Mirror:
http://dx.doi.org/10.1103/PhysRev…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevSTPER.7.020106
PACSs:
01.40.Fk
01.40.Di
01.40.gb
Record Creator:
Metadata instance created April 30, 2012 by Lyle Barbato
Record Updated:
February 22, 2013 by Lyle Barbato
Last Update
when Cataloged:
September 22, 2011
Other Collections:

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Record Link
AIP Format
E. Brewe, Phys. Rev. ST Phys. Educ. Res. 7 (2), 020106 (2011), WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11936&DocID=2847).
AJP/PRST-PER
E. Brewe, Energy as a substancelike quantity that flows: Theoretical considerations and pedagogical consequences, Phys. Rev. ST Phys. Educ. Res. 7 (2), 020106 (2011), <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11936&DocID=2847>.
APA Format
Brewe, E. (2011, September 22). Energy as a substancelike quantity that flows: Theoretical considerations and pedagogical consequences. Phys. Rev. ST Phys. Educ. Res., 7(2), 020106. Retrieved December 12, 2017, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11936&DocID=2847
Chicago Format
Brewe, Eric. "Energy as a substancelike quantity that flows: Theoretical considerations and pedagogical consequences." Phys. Rev. ST Phys. Educ. Res. 7, no. 2, (September 22, 2011): 020106, https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11936&DocID=2847 (accessed 12 December 2017).
MLA Format
Brewe, Eric. "Energy as a substancelike quantity that flows: Theoretical considerations and pedagogical consequences." Phys. Rev. ST Phys. Educ. Res. 7.2 (2011): 020106. 12 Dec. 2017 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11936&DocID=2847>.
BibTeX Export Format
@article{ Author = "Eric Brewe", Title = {Energy as a substancelike quantity that flows: Theoretical considerations and pedagogical consequences}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {7}, Number = {2}, Pages = {020106}, Month = {September}, Year = {2011} }
Refer Export Format

%A Eric Brewe
%T Energy as a substancelike quantity that flows: Theoretical considerations and pedagogical consequences
%J Phys. Rev. ST Phys. Educ. Res.
%V 7
%N 2
%D September 22, 2011
%P 020106
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11936&DocID=2847
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Brewe, Eric
%D September 22, 2011
%T Energy as a substancelike quantity that flows: Theoretical considerations and pedagogical consequences
%J Phys. Rev. ST Phys. Educ. Res.
%V 7
%N 2
%P 020106
%8 September 22, 2011
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11936&DocID=2847


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