Conceptualization of Energy by Practicing Scientists: Do Researchers from Different Disciplines Grasp Energy as a Crosscutting Concept?
Energy is one of the fundamental concepts of science in all disciplines. For this reason, it can serve as a concept that crosses disciplinary lines and serves as a bridge for students trying to describe a scientific phenomenon using different lenses. Underlying this vision, which is highlighted by t...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-11-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/13/12/1179 |
| _version_ | 1797381335826825216 |
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| author | Shahar Abramovitch David Fortus |
| author_facet | Shahar Abramovitch David Fortus |
| author_sort | Shahar Abramovitch |
| collection | DOAJ |
| description | Energy is one of the fundamental concepts of science in all disciplines. For this reason, it can serve as a concept that crosses disciplinary lines and serves as a bridge for students trying to describe a scientific phenomenon using different lenses. Underlying this vision, which is highlighted by the Framework for K-12 Science Education is the implicit assumption that the different disciplinary perspectives of energy have something in common, which should be the focus of instruction and supports the way scientists in the different disciplines use energy. However, does a “unified conception” of energy actually underlie the ways diverse scientists use energy in their fields? To answer this question, we conducted a small-scale interview study in which we interviewed 30 top-level interdisciplinary researchers and asked them to explain several phenomena from different disciplines; all phenomena could be explained in various ways, one of which was an energetic explanation. Our results suggest that researchers from different disciplines do not think of energy in the same way and do not think of energy as an interdisciplinary concept. We argue whether teaching energy in an interdisciplinary way may support the development of future scientists and lay citizens or an expectation that may add more difficulty to an already difficult task. |
| first_indexed | 2024-03-08T20:50:55Z |
| format | Article |
| id | doaj.art-989b277850d14a06ac920c11d1302ed0 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-08T20:50:55Z |
| publishDate | 2023-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-989b277850d14a06ac920c11d1302ed02023-12-22T14:04:20ZengMDPI AGEducation Sciences2227-71022023-11-011312117910.3390/educsci13121179Conceptualization of Energy by Practicing Scientists: Do Researchers from Different Disciplines Grasp Energy as a Crosscutting Concept?Shahar Abramovitch0David Fortus1Department of Science Teaching, Weizmann Institute of Science, Rehovot 7610001, IsraelDepartment of Science Teaching, Weizmann Institute of Science, Rehovot 7610001, IsraelEnergy is one of the fundamental concepts of science in all disciplines. For this reason, it can serve as a concept that crosses disciplinary lines and serves as a bridge for students trying to describe a scientific phenomenon using different lenses. Underlying this vision, which is highlighted by the Framework for K-12 Science Education is the implicit assumption that the different disciplinary perspectives of energy have something in common, which should be the focus of instruction and supports the way scientists in the different disciplines use energy. However, does a “unified conception” of energy actually underlie the ways diverse scientists use energy in their fields? To answer this question, we conducted a small-scale interview study in which we interviewed 30 top-level interdisciplinary researchers and asked them to explain several phenomena from different disciplines; all phenomena could be explained in various ways, one of which was an energetic explanation. Our results suggest that researchers from different disciplines do not think of energy in the same way and do not think of energy as an interdisciplinary concept. We argue whether teaching energy in an interdisciplinary way may support the development of future scientists and lay citizens or an expectation that may add more difficulty to an already difficult task.https://www.mdpi.com/2227-7102/13/12/1179energycurriculumfuture scientistscrosscutting concepts |
| spellingShingle | Shahar Abramovitch David Fortus Conceptualization of Energy by Practicing Scientists: Do Researchers from Different Disciplines Grasp Energy as a Crosscutting Concept? Education Sciences energy curriculum future scientists crosscutting concepts |
| title | Conceptualization of Energy by Practicing Scientists: Do Researchers from Different Disciplines Grasp Energy as a Crosscutting Concept? |
| title_full | Conceptualization of Energy by Practicing Scientists: Do Researchers from Different Disciplines Grasp Energy as a Crosscutting Concept? |
| title_fullStr | Conceptualization of Energy by Practicing Scientists: Do Researchers from Different Disciplines Grasp Energy as a Crosscutting Concept? |
| title_full_unstemmed | Conceptualization of Energy by Practicing Scientists: Do Researchers from Different Disciplines Grasp Energy as a Crosscutting Concept? |
| title_short | Conceptualization of Energy by Practicing Scientists: Do Researchers from Different Disciplines Grasp Energy as a Crosscutting Concept? |
| title_sort | conceptualization of energy by practicing scientists do researchers from different disciplines grasp energy as a crosscutting concept |
| topic | energy curriculum future scientists crosscutting concepts |
| url | https://www.mdpi.com/2227-7102/13/12/1179 |
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