• Open Access

Energy as a substancelike quantity that flows: Theoretical considerations and pedagogical consequences

Eric Brewe
Phys. Rev. ST Phys. Educ. Res. 7, 020106 – Published 22 September 2011

Abstract

Utilizing an energy-as-substance conceptual metaphor as a central feature of the introductory physics curriculum affords students a wealth of conceptual resources for reasoning about energy conservation, storage, and transfer. This paper first establishes the utility and function of a conceptual metaphor in developing student understanding of energy concepts. Then a curricular framework with a prominent energy-as-substance conceptual metaphor is described. The curricular framework involves both a reorganization of the content of introductory physics as well as a renewed focus. Reorganizing includes treating energy early and spiraling back to energy treatments. The refocusing includes emphasizing energy’s role in modeling phenomena and attending to the tools for representing energy conservation, storage, and transfer. Implementation of the energy framework is then described in the context of a Modeling Instruction course. Finally, qualitative evidence is presented showing student use of energy conceptual resources which are promoted in the curricular implementation.

  • Figure
  • Figure
  • Figure
  • Figure
  • Figure
  • Received 7 February 2011

DOI:https://doi.org/10.1103/PhysRevSTPER.7.020106

This article is available under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

© 2011 American Physical Society

Authors & Affiliations

Eric Brewe

  • Department of Teaching and Learning and Department of Physics, Florida International University, Miami, Florida 33199, USA

Article Text

Click to Expand

References

Click to Expand
Issue

Vol. 7, Iss. 2 — July - December 2011

Reuse & Permissions
Author publication services for translation and copyediting assistance advertisement

Authorization Required


×
×

Images

×

Sign up to receive regular email alerts from Physical Review Physics Education Research

Reuse & Permissions

It is not necessary to obtain permission to reuse this article or its components as it is available under the terms of the Creative Commons Attribution 3.0 License. This license permits unrestricted use, distribution, and reproduction in any medium, provided attribution to the author(s) and the published article's title, journal citation, and DOI are maintained. Please note that some figures may have been included with permission from other third parties. It is your responsibility to obtain the proper permission from the rights holder directly for these figures.

×

Log In

Cancel
×

Search


Article Lookup

Paste a citation or DOI

Enter a citation
×