Many pupils strongly link energy with movement and/or force

Energy and Thermal Physics

Misconception RESEARCH REVIEW

Many use words like energy, power and force in an undifferentiated manner.

Diagnostic Resources

The following worksheets may help to identify whether students hold this particular misconception.

For more information, see the University of York BEST website.

References

  • Lee, C. K. () A Conceptual Change Model for Teaching Heat Energy, Heat Transfer and Insulation. Science Education International, 25, (4)

    417-437.

    Review sheet

  • Papadouris, N., Constantinou, C., and Kyratsi, K. () Students' Use of the Energy Model to Account for Changes in Physical Sytems, Journal of Research in Science Teaching, 45 (4)

    444-469.

    Review sheet

  • Finegold, M. and Trumper, R. () Categorizing pupils' explanatory frameworks in energy as a means to the development of a teaching approach, Research in Science Education, 19,

    97-110.

    Review sheet

  • Legett, M. () Lessons that non-scientists can teach us about the concept of energy: a human-centred approach. Physics Education, 38, Joondalup,

    130.

    Review sheet

  • Trumper, R. () A Longitudinal Study of Physics Students' Conceptions on Energy in Pre-Service Training for High School Teachers Journal of Science Education and Technology, 7, (4)

    311-318.

    Review sheet

  • Loverude, M. E. () Student Understanding Of Gravitational Potential Energy And The Motion Of Bodies In A Gravitational Field, AIP Conference Proceedings, 77, 790, California State University Fullerton, American Institute of Physics.

    Review sheet

IOP DOMAINS Physics CPD programme

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