How Should Energy Be Defined Throughout Schooling?-Reference-Cited by-同舟云学术

How Should Energy Be Defined Throughout Schooling?

Published:2017-02-22 Issue:2 Volume:48 Page:345-367
ISSN:0157-244X
Container-title:Research in Science Education
language:en
Short-container-title:Res Sci Educ

Author:

Bächtold Manuel

Publisher

Springer Science and Business Media LLC

Subject

Education

Link

http://link.springer.com/article/10.1007/s11165-016-9571-5/fulltext.html

Reference57 articles.

1. Arons, A. (1999). Development of energy concepts in introductory physics courses. American Journal of Physics, 67(12), 1063–1067.

2. Bächtold, M. & Guedj, M. (2014). Teaching energy informed by the history and epistemology of the conceptwith implications for teacher education. In M. Matthews (ed.), International handbook of research in history, philosophy and science teaching (p. 211–243). Berlin, Heidelberg: Springer.

3. Bächtold, M., Munier, V., Guedj, M., Lerouge, A., & Ranquet, A. (2014). Quelle progression dans l’enseignement de l’énergie de l’école au lycée ? Une analyse des programmes et des manuels. Recherches en Didactique des Sciences et des Technologies, 10, 63–92.

4. Bächtold, M. & Munier, V. (2014). Enseigner le concept d’énergie en physique et éduquer à l’énergie: rupture ou continuité. Skholê, 18(1), 21-29.

5. Bunge, M. (2000). Energy: between physics and metaphysics. Science & Education, 9, 457–461.

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