Pixel International Conferences

Energy has been part of the physics curriculum from time immemorial. At first it worked in the field of mechanics, electricity and magnetism, nuclear physics and gradually its knowledge about reached the point of knowledge, when it began to charge and develop the field of quantum mechanics. If we look at the latest knowledge of science, we will find that physics itself is not the only science that deserves new discoveries. New discoveries depend on knowledge of other scientific disciplines. In our paper we look at the approach of the concept of energy in the educational sphere of physics from an ontological point of view. Furthermore, we analyzed the concept of energy in science textbooks - chemistry and biology, where we highlight the areas that are connected by the phenomenon of energy transformation. Finding intersections between science subjects specified areas of energy transformation that we focused on when determining whether students perceive the concept of energy from a holistic perspective. In addition to the analysis of the content of textbooks, we focus on the conceptual equipment of grammar school students. The research sample consists of 200 students who participated in the creation of concept maps focused on the concept of energy. In this paper we compare the conceptual structure of students in primary and secondary school. The analysis of textbooks as well as the analysis of students' conceptual equipment form a springboard for further progress on how best to enrich the physics curriculum so that teachers already know what constructs students will come up with, which is risky in applying new knowledge, finding misconceptions and removing properly incorporated into the knowledge structure.

Keywords: The concept of energy, Conceptual maps, interdisciplinarity links.

References:

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