Teaching and Learning of Energy in K – 12 Education

Chapter 1 Introduction: Why Focus on Energy Instruction?

Chapter 3 A Space Physicist’s Perspective on Energy Transformations and Some Implications for Teaching About Energy Conservation at All Levels

Chapter 4 Conservation of Energy: An Analytical Tool for Student Accounts of Carbon-Transforming Processes

Chapter 5 Teaching and Learning the Physics Energy Concept

Chapter 6 What Knowledge and Ability Should High School Students Have for Understanding Energy in Chemical Reactions? An Analysis of Chemistry Curriculum Standards in Seven Countries and Regions

Chapter 7 Developing and Using Distractor-Driven Multiple-Choice Assessments Aligned to Ideas About Energy Forms, Transformation, Transfer, and Conservation

Chapter 8 Mapping Energy in the Boston Public Schools Curriculum

Chapter 9 Using Ideas from the History of Science and Linguistics to Develop a Learning Progression for Energy in Socio-ecological Systems

Chapter 10 Contextual Dimensions of the Energy Concept and Implications for Energy Teaching and Learning

Chapter 11 Towards a Research-Informed Teaching Sequence for Energy

Chapter 12 Distinctive Features and Underlying Rationale of a Philosophically-Informed Approach for Energy Teaching

Chapter 13 Repairing Engineering Students’ Misconceptions About Energy and Thermodynamics

Chapter 14 Looking Through the Energy Lens: A Proposed Learning Progression for Energy in Grades 3–5

Chapter 15 Opportunities for Reasoning About Energy Within Elementary School Engineering Experiences

Chapter 16 Launching the Space Shuttle by Making Water: The Chemist’s View of Energy

Chapter 17 Energy in Chemical Systems: An Integrated Approach

Chapter 18 Energy Spreading or Disorder? Understanding Entropy from the Perspective of Energy

Chapter 19 Constructing a Sustainable Foundation for Thinking and Learning About Energy in the Twenty-First Century

Chapter 20 Conclusion and Summary Comments: Teaching Energy and Associated Research Efforts