This Cypriot study investigates how 240 students aged 11-14 explain changes in physical systems and their use of an energy model as a framework. The research highlights students' confusion regarding key terms that connect energy to other physical phenomena.

Evidence-based suggestions

• A coherent framework for teaching energy qualitatively is described, emphasizing energy transfer and transformation mechanisms. The concept of energy transformation is particularly important, as some systems are better analyzed through transformation rather than transfer. For instance, the example of a compressed spring being released and returning to its original state demonstrates energy stored in the same object but in different ways (elastic potential energy when compressed and kinetic energy during decompression). This change is more effectively explained through energy transformation rather than transfer.

Learners’ ideas

• Students strongly associate electricity with energy, with terms such as electric current and electrical energy used interchangeably.
• Students tend to confuse energy with force.

Study Structure

Aims

Five research questions are stated:

1. What are the qualitatively different ways in which students account for (i) individual changes and (ii) pairs of different changes through a single explanation, and how do these responses compare to each other?
2. What are the qualitatively different ways in which students draw on an energy model in accounting for (i) individual changes and (ii) pairs of changes through a single explanation, and how do these responses compare to each other?
3. To what extent do students draw on energy in a consistent manner in accounting for either individual changes or pairs of changes?
4. What conceptual difficulties do students encounter when they formulate energy-based explanations?
5. How do middle school students respond in this context as compared with elementary school students?

Evidence collection

Two methods of data collection were employed in the study. A questionnaire was developed for the study and reviewed by two doctoral-level experts in physics and physics education and then by five teachers for validation. After revision, 240 students completed the questionnaire.

A smaller sample of different students took part in semi-structured interviews of 20-minute duration which included similar validated tasks related to energy concepts.

Both samples were subjected to phenomenographic analysis. Coding schemes were applied and crossed-checked between researchers to ensure consensus on the use of schemes.

Details of the sample

The questionnaire was completed by 240 middle and elementary-age students (8-10 years). A separate group of 20 students, of similar age, were interviewed individually.