Fields in Energy Learning in Middle School (FiELdS)
Final Report Abstract
The energy concept is a fundamental component of science education, yet it often poses a significant challenge for students, particularly concerning potential energy and the principle of energy conservation. Traditional, primarily forms-based instructional approaches often show limited success in this area. The research project "Fields in Energy Learning at the Lower Secondary Level (FiELdS)" addressed this issue by systematically investigating the effects of integrating the field concept into middle school energy instruction. The aim was to empirically examine the extent to which a field-integrated instructional approach can deepen the understanding of energy, especially potential energy, and better prepare learners for more complex concepts such as energy conservation. Through a series of pilot, replication, and a large-scale field study, it was shown that the integration of the field concept promotes continued learning in the long term and leads to more coherent knowledge structures. In particular, students benefit in terms of systems thinking and preparation for future learning, which lays the foundation for a deeper understanding of energy conservation. The findings provide important insights into how the field concept can be used didactically to foster a more robust understanding of energy.
Publications
-
Der potentiellen Energie ein Zuhause geben – Felder als didaktisches Hilfsmittel im Anfangsunterricht zum Energiekonzept. Zeitschrift für Didaktik der Naturwissenschaften, 28(1).
Fiedler, Kristin; Kubsch, Marcus; Neumann, Knut & Nordine, Jeffrey
-
ENERGIE UND FELDER VERBINDEN – Entwicklung und Evaluation eines Unterrichtskonzeptes für den Anfangsunterricht Physik. Dissertation, Christian-Albrechts- Universität zu Kiel
Fielder, K.
-
Fields in middle school energy instruction to support continued learning of energy. Physical Review Physics Education Research, 19(1).
Fiedler, Kristin; Kubsch, Marcus; Neumann, Knut & Nordine, Jeffrey
-
Kann Energielernen mit dem Feldansatz zu einem anschlussfähigeren Verständnis führen? [Posterbeitrag]. Jahrestagung der Gesellschaft für Didaktik der Chemie und Physik (GDCP), Hamburg
Schild, N., Nordine, J. & Neumann, K.
-
Der potentiellen Energie ein Zuhause geben. Plus Lucis, 2024(1), 10-15
Fiedler, K., Kubsch, M., Neumann, K. & Nordine J.
-
Supporting Learning About Energy With Fields—Evidence From a Mixed‐Methods Study. Journal of Research in Science Teaching, 62(8), 1859-1878.
Fiedler, Kristin; Kubsch, Marcus; Neumann, Knut & Nordine, Jeffrey
