透过能量镜头帮助学生更完整地观察能量在各种观察中的角色

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摘要能量，大概可算是跨学科概念的典范了，因为我们在科学的每一个分支上都要用到它，而且它在日常生活中也发挥着重要作用。科学家和工程师能识别自然现象或人工设备中的能量的形式和流动，从而使现象或设备可控；而普通人则常常根据食物所含的卡路里（能量的单位之一）决定吃什么。

作者 Sally Crissman Sara Lacy Jeffrey Nordine Roger Tobin 陈彧

出处《中国科技教育》 2015年第8期32-37,共6页 China Science & Technology Education

关键词能量整地学生镜头学科概念日常生活自然现象科学家

参考文献6

1Lacy, S., R. Tobin, M. Wiser, and S. Crissman. 2014. Looking Through the Energy Lens: A Proposed Learning Progression for Energy in Grades 3--5. In Teaching and Learning of Energy in K--12 Education, eds. R.F. Chen, A. Eisenkraft, D. Fortus, J. Krajcik, K. Neumann, J.C. Nordine, and A. Scheff. pp. 241--265. New York: Springer.
2Liu, X., and A. McKeough. 2005. Developmental growth in students' concept of energy. Analysis of selected items from the TIMSS Database. Journal of Research in Science TeachinK 42 (5): 493- 517.
3National Research Council (NRC). 2012. A framework for K 12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
4Neumann, K., T. Viering, W.J. Boone, and H.E. Fischer. 2013. Towards a learning progression of energy. Journa! of Research in Science Teaching 50 (2).- 162 i88. doi. 10. lO02/tea. 21061.
5NGSS Lead States. 2013. Next Ceneration Science Standards: For states, by states. Washington, DC. National Academies Press. www. nextgenscience, org/next- generation sciencestandards.
6Nordine, J., J. Krajcik, and D. Fortus. 2011. Transforming energy instruction in middle school to support integrated understanding and future learning. Science Education 95 (4): 670 699. doi: 10. 1002/sce. 20423 ~

中国科技教育

2015年第8期

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