Using a hydraulics bench to investigate 6th grade students’ energy conceptions

Abstract

Being an abstract, purely mathematical concept with varying definitions across science disciplines, energy constitutes an abiding challenge for both teachers and learners. Taking into account research on model-based learning in science education, we investigated 11-12 year-old students’ conceptions about energy in a university laboratory using a hydraulics bench intended for training Engineering students. The original set-up was modified to simulate a hydroelectric power station. Participants were given a list of activities and worked in groups. Their discussions were recorded and later debriefed. Field notes were also taken. Research data and results are presented and discussed.