Goals for teacher learning about energy degradation and usefulness by Abigail R. Daane, Stamatis Vokos, Rachel E. Scherr

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Drawings of energy: Evidence of the Next Generation Science Standards model of energy in diagrams by Kara E. Gray, Michael C. Wittmann, Stamatis Vokos, Rachel E. Scherr

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Representing energy. II. Energy tracking representations by Rachel E. Scherr, Hunter G. Close, Eleanor W. Close, Stamatis Vokos

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Design of an assessment to probe teachers’ content knowledge for teaching: An example from energy in high school physics by Eugenia Etkina, Drew Gitomer, Charles Iaconangelo, Geoffrey Phelps, Lane Seeley, Stamatis Vokos

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Representing energy. I. Representing a substance ontology for energy by Rachel E. Scherr, Hunter G. Close, Sarah B. McKagan, Stamatis Vokos

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Energy conservation in dissipative processes: Teacher expectations and strategies associated with imperceptible thermal energy by Abigail R. Daane, Sarah B. McKagan, Stamatis Vokos, Rachel E. Scherr

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Negotiating energy dynamics through embodied action in a materially structured environment by Rachel E. Scherr, Hunter G. Close, Eleanor W. Close, Virginia J. Flood, Sarah B. McKagan, Amy D. Robertson, Lane Seeley, Michael C. Wittmann, Stamatis Vokos

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