The resource has been added to your collection
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)
This resource has not yet been reviewed.
Not Rated Yet.