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Research in Science & Technological Education Volume 15, 1997 - Issue 1
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Original Articles

Applying Conceptual Conflict Strategies in the Learning of the Energy Concept

Ricardo Trumper Haifa University, School of Education of the Kibbutz Movement, IsraelCorrespondence[email protected]
Pages 5-18 | Published online: 07 Jul 2006

Citations (21)

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Read on this site (4)

DavidS. Heywood. (2007) Problematizing science subject matter knowledge as a legitimate enterprise in primary teacher education. Cambridge Journal of Education 37:4, pages 519-542.
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Joan Parker. (2006) Exploring the Impact of Varying Degrees of Cognitive Conflict in the Generation of both Subject and Pedagogical Knowledge as Primary Trainee Teachers Learn about Shadow Formation. International Journal of Science Education 28:13, pages 1545-1577.
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Joan Parker. (2004) The synthesis of subject and pedagogy for effective learning and teaching in primary science education. British Educational Research Journal 30:6, pages 819-839.
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Dave Heywood & Joan Parker. (2001) Describing the cognitive landscape in learning and teaching about forces. International Journal of Science Education 23:11, pages 1177-1199.
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Articles from other publishers (17)

Ricardo Lopes Coelho. (2024) On Joule’s paddle wheel experiment in textbooks. Physics Education 59:2, pages 025008.
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Dazhen Tong, Jia Liu, Yechao Sun, Qiaoyi Liu, Xiangqun Zhang, Sudong Pan & Lei Bao. (2023) Assessment of student knowledge integration in learning work and mechanical energy. Physical Review Physics Education Research 19:1.
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Knut Neumann & Jeffrey C. Nordine. 2023. The International Handbook of Physics Education Research: Learning Physics. The International Handbook of Physics Education Research: Learning Physics 4-1 4-34 .
King-Dow Su. (2021) Integrated Green Conceptions into Applied Science Course Assessing Taiwan Students’ Learning Attitude and Correlation Analysis. Interdisciplinary Journal of Environmental and Science Education 18:1, pages e2264.
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S. T. Opitz, K. Neumann, S. Bernholt & U. Harms. (2017) Students’ Energy Understanding Across Biology, Chemistry, and Physics Contexts. Research in Science Education 49:2, pages 521-541.
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King-Dow Su. (2016) STRENGTHENING STRATEGIC APPLICATIONS OF PROBLEM-SOLVING SKILLS FOR TAIWAN STUDENTS’ CHEMISTRY UNDERSTANDING. Journal of Baltic Science Education 15:6, pages 662-679.
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Aikaterini Rizaki & Panagiotis Kokkotas. (2009) The Use of History and Philosophy of Science as a Core for a Socioconstructivist Teaching Approach of the Concept of Energy in Primary Education. Science & Education 22:5, pages 1141-1165.
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Laura Colucci-Gray, Anna Perazzone, Martin Dodman & Elena Camino. (2012) Science education for sustainability, epistemological reflections and educational practices: from natural sciences to trans-disciplinarity. Cultural Studies of Science Education 8:1, pages 127-183.
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Gyoungho Lee & Taejin Byun. (2011) An Explanation for the Difficulty of Leading Conceptual Change Using a Counterintuitive Demonstration: The Relationship Between Cognitive Conflict and Responses. Research in Science Education 42:5, pages 943-965.
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Ricardo Lopes Coelho. (2007) On the Concept of Energy: How Understanding its History can Improve Physics Teaching. Science & Education 18:8, pages 961-983.
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Jordi Solbes, Jenaro Guisasola & Francisco Tarín. (2009) Teaching Energy Conservation as a Unifying Principle in Physics. Journal of Science Education and Technology 18:3, pages 265-274.
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David Heywood & Joan ParkerDavid Heywood & Joan Parker. 2010. The Pedagogy of Physical Science. The Pedagogy of Physical Science 65 91 .
Josep Lluis Doménech, Daniel Gil-Pérez, Albert Gras-Martí, Jenaro Guisasola, Joaquín Martínez-Torregrosa, Julia Salinas, Ricardo Trumper, Pablo Valdés & Amparo Vilches. (2007) Teaching of Energy Issues: A Debate Proposal for a Global Reorientation. Science & Education 16:1, pages 43-64.
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S. C. Li, N. Law & K. F. A. Lui. (2006) Cognitive perturbation through dynamic modelling: a pedagogical approach to conceptual change in science. Journal of Computer Assisted Learning 22:6, pages 405-422.
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Kaarina Merenluoto & Erno Lehtinen. (2004) Number concept and conceptual change: towards a systemic model of the processes of change. Learning and Instruction 14:5, pages 519-534.
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Ping-Kee Tao & Richard F. Gunstone. (1999) The process of conceptual change in force and motion during computer-supported physics instruction. Journal of Research in Science Teaching 36:7, pages 859-882.
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Esther L. Zirbel. (2004) Framework for Conceptual Change. Astronomy Education Review 3:1, pages 62-76.
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