Speaker
Jenaro Guisasola
(DUAL ENGINEERING SCHOOL, Machine Tool Institute (IMH) Elgoibar, Spain and Donostia Physics Education Research Group (UPV/EHU).)
Description
The teaching of the concept of energy, along with the processes of energy transformation and transfer in Newtonian mechanics, is a complex issue that continues to present significant pedagogical challenges. This study examines the epistemic practices of High School students (ages 16-18) in Argentina and Spain when solving problems related to energy transformation, transfer, and the application of the principle of conservation of energy in Newtonian Mechanics. The responses to the problems we administered reveal that many students fail to explicitly define the system and its environment when analyzing energy transfer phenomena, leading to confusion and conceptual errors in their understanding of energy.
| Education level | Age 15-18 (Secondary education) |
|---|---|
| Physics topic | Other |
| Research focus | Student conceptions / Preconceptions / Misconceptions |
| Research method | Mixed method (qualitative & quantitative) |
| Organizing preference criteria | Physics topic |
Author
Jenaro Guisasola
(DUAL ENGINEERING SCHOOL, Machine Tool Institute (IMH) Elgoibar, Spain and Donostia Physics Education Research Group (UPV/EHU).)
Co-authors
Dr
Jose Gutierrez-Berraondo
(DUAL ENGINEERING SCHOOL, Machine Tool Institute (IMH) Elgoibar, Spain and Donostia Physics Education Research Group (UPV/EHU).)
Prof.
Nicolas Gandolfo
(FACULTY OF MATHEMATICS, ASTRONOMY, PHYSICS, AND COMPUTER SCIENCE, National University of Córdoba, Medina Allende and Haya de la Torre. Ciudad Universitaria, CP 5000, Córdoba, Argentina)
Dr
Laura Buteler
(ENRIQUE GAVIOLA INSTITUTE OF PHYSICS, FAMAF - CONICET, Medina Allende and Haya de la Torre. Ciudad Universitaria, CP 5000, Córdoba, Argentina)
