Fourth-year students in eight classes were tested over a three-year period to determine the ease or difficulty with which they learned the conservation principle. A major focus was on ideas they held about the nature of energy before beginning the course. Results and implications for physics instruction are presented.
- Grade 1
- Grade 6
- Grade 8
- Grade 9
Keywords:Informal Education,NSDL,Education Foundations,Undergraduate (Lower Division),Secondary Education,Great Britain,Misconceptions,Science Education Research,Physics Education Research,General Physics,Alternative Conceptions,Energy Conservation,Secondary School Science,Science Instruction,Science Education,Concept Formation,Higher Education,History/Policy/Law,Physics,oai:nsdl.org:2200/20061003065536442T,NSDL_SetSpec_439869,Vocational/Professional Development Education,Education
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