Teaching and Learning of Energy in K – 12 Education

• Introduction.- A Physicist’s Musings on Teaching about Energy.- A Space Physicist’s Perspective on Energy Transformations and Implications for Teaching about Energy at All Levels.- Conservation of Energy: An Analytical Tool for Student Accounts of Carbon-Transforming Processes.- Developing Energy Conception of Students in Chemistry: Research on the Learning and Teaching of Energy.- Teaching and Learning the Physics Energy Concept.- Mapping Energy in the Boston Public Schools Curriculum.- Developing and Using Distractor-Driven Multiple-Choice Assessments Aligned to Ideas about Energy Forms, Transformation, Transfer, and Conservations.- Towards a Research-Informed Teaching Sequence for Energy.- Contextual Dimensions of the Energy Concept and Implications for Energy Teaching and Learning.- A Tale of Two Energies: What Do History, Language, and Research Tell Us about Students’ Understanding of Energy?.- Distinctive Features and Underlying Rationale of a Philosophically-Informed Approach for Energy Teaching.- Repairing Engineering Students’ Misconceptions about Energy and Thermodynamics.- Looking through the Energy Lens: A Proposed Learning Progression for Energy in Grades 3-5.- Opportunities for Reasoning about Energy within Elementary School Engineering Experiences.- The Energy Project: Constructing a Sustainable Foundation for Thinking and Learning about Energy in the 21st Century.- Launching the Space Shuttle by Making Water: The Chemists View of Energy.- Several Often-Neglected Perspectives of Energy in Chemical Education.- Energy in Chemical Systems.- Conclusion and Future Directions.

"This collective work makes a significant contribution to further enrichment of the already massive bibliography concerning the issue of energy teaching and the systematic investigation of the epistemological, learning and teaching dimensions. In the final chapter of the book, the editors recommend future research directions, many of which have already been launched since decades. I would like to wish the readers of the book to have a pleasant reading ... ." (Dimitris Koliopoulos, Science and Education, Vol. 25, 2016)