Getting to know about energy : in school and society

Book Cover......Page 1
Half-Title......Page 2
Dedication......Page 3
Title......Page 4
Copyright......Page 5
Contents......Page 6
Preface......Page 7
The Nature of General Knowledge......Page 12
Talking and Arguing......Page 13
The Operations of Common Sense......Page 15
Personal Knowing......Page 17
I An Immaterial Agency......Page 18
II The Living Force......Page 20
III The Measurer of Work......Page 22
Metaphors and Sigmund Freud......Page 24
General Knowledge Serving Personal Ends......Page 26
Examining Different Ways of Thinking......Page 28
Piaget’s Contribution......Page 29
New Educational Research......Page 30
Towards Alternative Frameworks......Page 31
Or Another Science?......Page 32
Research on Learning......Page 36
Conceptual Change......Page 38
Putting it into Practice......Page 40
Language and Experience......Page 41
The Sapir-Whorf Hypothesis......Page 42
Cross-cultural Educational Studies......Page 44
Answers and Questions......Page 45
On the Construction of Constructivism vism......Page 46
Unanswered Questions......Page 47
Trigger and Response......Page 49
‘Write about Energy’......Page 50
A Meaning Cluster......Page 51
The Energy of People......Page 53
Of Girls’ and Boys’ Responses......Page 55
Two Themes of ‘Living’ Energy......Page 56
Mechanistic and Political Themes......Page 57
Overlaps and Populations......Page 58
Energy from the Sun......Page 59
Contradictions and the Effect of Context......Page 60
Quality, Quantity and Concept......Page 62
First Stage in Generalization......Page 63
Getting Better at Concept Formation......Page 64
Postscript through Children’s Drawings......Page 65
Talk as a Research Tool......Page 68
Context and Meaning......Page 69
Roles, Performances and Cheating......Page 70
Kinds of Talking......Page 71
Getting Useful Talk Going......Page 72
Talking for Consensus......Page 74
Trails and Topics......Page 77
Can Energy be Stored?......Page 78
Change and Development as an Internal Process......Page 82
Changes in a Social World......Page 83
In the Longer Term......Page 85
The Need to Learn......Page 86
Embedded Knowledge......Page 87
Is Physics Easy?......Page 88
Citizen Understanding of Energy......Page 90
Barriers to Adult Knowing......Page 92
About the Processes of Science......Page 93
Energy Knowledge for Survival......Page 94
Energy Knowledge for Technical Purposes......Page 96
Making Tacit Knowledge Available for Learning......Page 97
Learning from Group Practical Work......Page 100
Explorations about Energy......Page 102
Of Additional Knowledge......Page 103
Meeting Scientific Theory......Page 105
Learning to Lose the Context......Page 106
‘Is Work Being Done?’......Page 108
Abstract Explanations......Page 109
The Difficulty with Analogies......Page 110
Children’s Use of Simile and Analogy......Page 112
The Theory of Energy Transfer......Page 113
Why do They do so Poorly in Tests?......Page 114
How Pupils Remember......Page 115
The Two Ways of Knowing......Page 117
Crossing between the Two Domains......Page 118
An Asymetrical Effect......Page 119
Living in Two Domains......Page 120
About Teaching......Page 122
Scandals of Energy Teaching......Page 124
Transferring Energy......Page 126
Intuitive Knowledge about Conservation......Page 127
Conservation and Reversibility......Page 129
Trying to Learn the Conservation Principle......Page 131
What’s Wrong with the Conservation Principle?......Page 135
Moving Pupils’ Ideas towards a ‘Runnmg Down Principle’......Page 137
Reformulating the Second Law......Page 139
Does the Running-down Principle help Pupils?......Page 141
Teacher’s Action Research......Page 142
Validity Analysis......Page 143
Education for Society’s Citizens......Page 146
‘The Energy Crisis’ Impact......Page 147
Conservation and Crisis—Talking and Writing......Page 149
Of Feeling and Action......Page 152
Let the Experts Design a Syllabus......Page 154
Studies Following the Chernobyl Incident......Page 155
Knowledge and Risk......Page 156
Learning through Controversy......Page 158
The Discussion of Issues in School Science (DISS) Project......Page 160
Students’ Assessment of Risk......Page 161
Weighing Risk and Benefit......Page 163
Scientific and Social Knowledge......Page 165
Using Empathy in the Reception of Energy Knowledge......Page 166
Empathy and Social Justice......Page 167
What is Achieved?......Page 169
Technology in Education......Page 171
A Defining Technology......Page 172
No Prime Mover......Page 173
Powered Wheels......Page 175
Perpetual Motion......Page 177
Horsepower and Harness......Page 179
Flowing Heat......Page 182
Vitalism and Vitality......Page 184
Organization and Information......Page 187
Technological Future......Page 188
References......Page 192
Index......Page 199