“守恒还是不守恒?”:问题驱动的实验观察与分析引导初中生建构对能量守恒的认识

Is the Energy Conserved or Not?Problem-driven Investigation for Developing Understanding of Energy Conservation

本文介绍了德国莱布尼茨科学与数学教育研究所开发的能量教学单元中能量守恒的教学案例.该教学设计以整合学习为基本理念,基于问题驱动和认知冲突策略,在初中阶段无法直接实验验证能量守恒定律时,通过创设一系列“不守恒”的问题情境,让学生在工作单的指导下开展准探究活动,体验从能量守恒的角度来思考问题的有效性,初步建构能量守恒的意识.

This article presents one lesson from a teaching unit on energy designed by a group of researchers at the Leibniz Institute for Science and Mathematics Education （IPN）. The goal of this lesson is to facilitate students＇ understanding of energy conservation. Based on the principle that students develop an integrated scientific understanding through engaging in explanations of phenomena, this lesson builds on five phenomena, each of them confronting students＇ expectation from previous experience. The unexpected observation is supposed to create a cognitive conflict, raising students＇ motivation to work through a mini-investigation to further explore that phenomenon. During these mini-investiga- tions, students are led by a worksheet guiding them in developing the idea of energy conservation and using it to explain these observed phenomena.