Type:

Other

Description:

Conventional science instruction often fails to address or change students' misconceptions about physical phenomena. Students stubbornly cling to anthropocentric, causal, and product conceptions about energy. This article explores scientific and pedagogical arguments favoring development of a spiral curriculum for teaching energy in (Israeli) senior high school physics courses, especially in mechanics units. (35 references)

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

Spiral Curriculum,Learning Processes,NSDL,Student Attitudes,Science Curriculum,Energy,Guidelines,High School,Secondary Education,Course,Higher Education,Education,NSDL_SetSpec_439869,Educational Environment,Misconceptions,Curriculum Development,oai:nsdl.org:2200/20061213014028511T,Education Practices,Physics,Graduate/Professional

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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