![]() 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.
Physical Review Special Topics - Physics Education Research: Volume 7, Issue 2, Pages 020106
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![]() <a href="https://www.compadre.org/portal/items/detail.cfm?ID=11936">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.</a>
![]() 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).
![]() 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>.
![]() 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 February 18, 2025, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11936&DocID=2847
![]() 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 18 February 2025).
![]() Brewe, Eric. "Energy as a substancelike quantity that flows: Theoretical considerations and pedagogical consequences." Phys. Rev. ST Phys. Educ. Res. 7.2 (2011): 020106. 18 Feb. 2025 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11936&DocID=2847>.
![]() @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}
}
![]() %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 ![]() %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 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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