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

ASIMINA DALAPA, VASILIKI EVANGELIA VAYENA, NIKI SISSAMPERI, DIMITRIS KOLIOPOULOS

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.

Keywords

Hydraulics bench, energy conceptions, model-based learning, primary education

Full Text:

PDF

DOI: https://doi.org/10.26220/une.2973

View Counter: Abstract | 2 | times, and PDF | 1 | times



Educational Journal of the University of Patras UNESCO Chair | ISSN: 2241-9152 | Department of Educational Sciences and Early Childhood Education University of Patras

Pasithee | Library & Information Center | University of Patras