Introduction: Why focus on energy instruction?
Beitrag in Sammelwerk › Forschung › begutachtet
Publikationsdaten
| Von | Arthur Eisenkraft, Jeffrey Nordine, Robert F. Chen, David Fortus, Joseph Krajcik, Knut Neumann, Allison Scheff |
| Originalsprache | Englisch |
| Erschienen in | Robert F. Chen, Arthur Eisenkraft, David Fortus, Joseph Krajcik, Knut Neumann, Jeffrey Nordine, Allison Scheff (Hrsg.), Teaching and Learning of Energy in K - 12 Education |
| Seiten | 1-11 |
| Herausgeber (Verlag) | Springer |
| ISBN | 978-3-319-05016-4, 978-3-319-05017-1 |
| DOI/Link | https://doi.org/10.1007/978-3-319-05017-1_1 |
| Publikationsstatus | Veröffentlicht – 2014 |
Energy is one of the most important ideas in all of science and is useful for predicting and explaining phenomena within every scientific discipline. Yet, there are substantive differences in how the energy concept is used across disciplines. While a particle physicist relies heavily on the idea that energy is conserved during interactions between subatomic particles, an ecologist is typically more concerned with the idea energy transfers across system boundaries.
