Energy is one of the most difficult physical concepts that occurs everywhere in physics and often causes problems for students. Since it can only be observed indirectly through the properties of bodies that change when energy is received or transmitted, it is a difficult concept to understand. In some primary school textbooks transformations of energy are represented by energy diagrams or bar charts, but usually they only describe energy processes with words. It seems that visualization of transformation and transfer of energy between objects would be welcome as a methodical instrument, especially if the instrument would be useful for visualizing energy processes in various physical problems.
Therefore, the main objective of the research is to design such methodical instrument for teaching energy concepts in primary schools. The master thesis presents an instrument that enables the visualization of energy processes, a proposal for teaching energy with this instrument, detailed instructions for its use, and a collection of suggested examples that guide students to understand more and more difficult energy concepts.
An evaluation study was carried out as a multiple case study on a random purpose sample including a primary and secondary school student. A descriptive method was used. The purpose of the study was to obtain information about the comprehensibility of the descriptions and instructions, the time complexity of the implementation and the usefulness of the presented methodical instrument, thus improving the collection of examples.
I found that the descriptions of the observed phenomena and instructions should be accurate and different fonts should be used for different parts. The implementaiton of one example is possible during a regular school lesson. The instrument is easy to use and to assemble. With the help of this instrument the pupils think and participate actively and at the same time repeat and consolidate their knowledge. Its use has a positive effect on the students perception, understanding and expressions, as it raises awareness of the differences between different forms, transformations and transfers of energy. Its disadvantage, however, is that it does not allow to show negative energy, which can be avoided in the lower secondary school by appropriate choice of coordinate system. The instrument however visualize the abstract nature of the concept of energy and facilitates the acquisition of basic learning goals in teaching energy concepts.
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