Research Mentor(s)
Boudreaux, Andrew
Description
Problem solving interviews were used to investigate student understanding of energy concepts in a biology course for preservice K-8 teachers. Interview subjects constructed an energy-based explanation for a biology scenario. Subjects had previously taken a physics course in which an energy-based model for interactions had been developed. Interviews were transcribed and analyzed to identify common themes in student reasoning. These themes describe discipline-specific understanding, but also cut across disciplines, providing insight into how learners make sense of energy as a unifying concept.
Document Type
Event
Start Date
18-5-2020 12:00 AM
End Date
22-5-2020 12:00 AM
Department
Chemistry
Genre/Form
student projects, posters
Type
Image
Keywords
Transfer, Cross-Disciplinary Learning, Energy, Teacher Education
Poster Talk
Rights
Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author’s written permission.
Language
English
Format
application/pdf
Included in
Investigating Transfer of Energy Concepts Learned in Physics to Biology Contexts
Problem solving interviews were used to investigate student understanding of energy concepts in a biology course for preservice K-8 teachers. Interview subjects constructed an energy-based explanation for a biology scenario. Subjects had previously taken a physics course in which an energy-based model for interactions had been developed. Interviews were transcribed and analyzed to identify common themes in student reasoning. These themes describe discipline-specific understanding, but also cut across disciplines, providing insight into how learners make sense of energy as a unifying concept.