(2014) International handbook of research in history, philosophy and science teaching, Dordrecht, Springer.
Teaching energy informed by the history and epistemology of the concept with implications for teacher education
In this article, we put forward a new strategy for teaching the concept of energy. In the first section, we discuss how the concept is currently treated in educational programmes at primary and secondary level (taking the case of France), the learning difficulties that arise as well as the main teaching strategies presented in science education literature. In the second section, we argue that due to the complexity of the concept of energy, rethinking how it is taught should involve teacher training specifically developed for the concept. In our view, Epistemology and the History of Science and Technology (EHST) is the best method for a full understanding of the concept of energy and should thus be included in the teacher training programme. In the third section, we provide a general framework for a teacher training programme on energy, based on the history and epistemology of the concept and structured on the following three questions: "What is the origin of the concept of energy?", "What is energy?" and "What purpose does the concept of energy serve?"
Bächtold, M. , Guedj, M. (2014)., Teaching energy informed by the history and epistemology of the concept with implications for teacher education, in M. R. Matthews (ed.), International handbook of research in history, philosophy and science teaching, Dordrecht, Springer, pp. 211-243.
This document is unfortunately not available for download at the moment.