Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 4 of 4
Full-Text Articles in Physics
Applying Cluster Analysis To Student Responses From Energy Surveys For Identification Of Commonalities In Their Understanding, Arianna Giguere
Applying Cluster Analysis To Student Responses From Energy Surveys For Identification Of Commonalities In Their Understanding, Arianna Giguere
Honors College
Energy is a complicated model that has been developed to describe matter to matter interactions. Since energy can be challenging to define, there are inconsistencies among even teachers and physicists in how they define the concept. It is no wonder that students themselves carry misconceptions and confusions. While it may be difficult to teach, an understanding of energy from a young age is essential for the future of technology, climate change, and scientific discoveries. Middle school students in Maine are required to learn about energy transformation, conservation, and forms, and from 2011-2018, researchers at the University of Maine administered multiple …
Agenda, Shubha Tewari
Agenda, Shubha Tewari
Science and Engineering Saturday Seminars
Abstracts for six Science and Engineering Saturday Seminars.
Students Talk About Energy In Project- Based Inquiry Science, Benedikt W. Harrer, Virginia J. Flood, Michael C. Wittmann
Students Talk About Energy In Project- Based Inquiry Science, Benedikt W. Harrer, Virginia J. Flood, Michael C. Wittmann
Faculty Publications
We examine the types of emergent language eighth grade students in rural Maine middle schools use when they discuss energy in their first experiences with Project-Based Inquiry Science: Energy, a research-based curriculum that uses a specific language for talking about energy. By comparative analysis of the language used by the curriculum materials to students’ language, we find that students’ talk is at times more aligned with a Stores and Transfer model of energy than the Forms model supported by the curriculum.
Elements Of Proximal Formative Assessment In Learners’ Discourse About Energy, Benedikt W. Harrer, Rachel E. Scherr, Michael C. Wittmann, Hunter G. Close, Brian W. Frank
Elements Of Proximal Formative Assessment In Learners’ Discourse About Energy, Benedikt W. Harrer, Rachel E. Scherr, Michael C. Wittmann, Hunter G. Close, Brian W. Frank
Faculty Publications
Proximal formative assessment, the just-in-time elicitation of students' ideas that informs ongoing instruction, is usually associated with the instructor in a formal classroom setting. However, the elicitation, assessment, and subsequent instruction that characterize proximal formative assessment are also seen in discourse among peers. We present a case in which secondary teachers in a professional development course at SPU are discussing energy flow in refrigerators. In this episode, a peer is invited to share her thinking (elicitation). Her idea that refrigerators move heat from a relatively cold compartment to a hotter environment is inappropriately judged as incorrect (assessment). The "instruction" (peer …