Περίληψη: | 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.
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