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Full-Text Articles in Physics
Basketballs And Energy, Admin Stem For Success
Basketballs And Energy, Admin Stem For Success
STEM for Success Showcase
No abstract provided.
Money And Energy, Admin Stem For Success, Natalie Wilson
Money And Energy, Admin Stem For Success, Natalie Wilson
STEM for Success Showcase
Money is related to physics concepts to teach students about work, potential energy and conservation of energy
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.
Dual-Axis Solar Tracker, Bryan Kennedy
Dual-Axis Solar Tracker, Bryan Kennedy
All Undergraduate Projects
Renewable energies, and fuels that are not fossil fuel-based, are one of the prolific topics of debate in modern society. With climate change now becoming a primary focus for scientists and innovators of today, one of the areas for the largest amount of potential and growth is that of the capturing and utilization of Solar Energy. This method involves using a mechanical system to track the progression of the sun as it traverses the sky throughout the day. A dual-axis solar tracker such as the one designed and built for this project, can follow the sun both azimuthally and in …
Investigating The Proposed Affordances And Limitations Of The Substance Metaphor For Energy, Lisa Goodhew
Investigating The Proposed Affordances And Limitations Of The Substance Metaphor For Energy, Lisa Goodhew
Honors Projects
This study explores the instructional advantages and disadvantages of representing energy as a material substance; this is done in the context of a computer simulation that illustrates processes of energy transfer and transformation. These affordances and limitations have been proposed in science education literature as extensions of the substance metaphor itself, but there is little empirical evidence to support them. This study is intended to provide preliminary empirical evidence for these affordances and limitations. We examine data from eight interviews conducted with students from Seattle Pacific University’s introductory physics classes as they used the simulation. We explore the hypotheses that …
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.
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
Benedikt W. Harrer
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 …
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
Benedikt W. Harrer
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 …