عنوان

Getting To Know About Energy In School And Society.

(Number (ISBN

0203299396

(Number (ISBN

9780203299395

Number

b541421

Title Proper

Getting To Know About Energy In School And Society.

General Material Designation

[Book]

First Statement of Responsibility

Joan Solomon

Edition Statement

1st ed

Place of Publication, Distribution, etc.

London

Name of Publisher, Distributor, etc.

Taylor & Francis Group

Date of Publication, Distribution, etc.

1992. ©2005

Specific Material Designation and Extent of Item

(207 pages)

Text of Note

Book Cover --;Half-Title --;Dedication --;Title --;Copyright --;Contents --;Preface --;Chapter 1 General Knowledge about Energy --;The Nature of General Knowledge --;Talking and Arguing --;The Operations of Common Sense --;Personal Knowing --;Talk, Meanings and Historical Relics --;I An Immaterial Agency --;II The Living Force --;III The Measurer of Work --;Metaphors and Sigmund Freud --;General Knowledge Serving Personal Ends --;Chapter 2 Schools of Thought on Children's Notions --;Examining Different Ways of Thinking --;Piaget's Contribution --;New Educational Research --;Towards Alternative Frameworks --;Or Another Science? --;Misconceptions-They Got it Wrong! --;Research on Learning --;Conceptual Change --;Putting it into Practice --;Persistence and Theory --;Language and Experience --;The Sapir-Whorf Hypothesis --;Cross-cultural Educational Studies --;Answers and Questions --;On the Construction of Constructivism vism --;Unanswered Questions --;Chapter 3 Children's Ideas on Energy --;Trigger and Response --;'Write about Energy' --;A Meaning Cluster --;The Energy of People --;Of Girls' and Boys' Responses --;Two Themes of 'Living' Energy --;Mechanistic and Political Themes --;Overlaps and Populations --;Energy from the Sun --;Contradictions and the Effect of Context --;Quality, Quantity and Concept --;First Stage in Generalization --;Getting Better at Concept Formation --;Postscript through Children's Drawings --;Chapter 4 Evidence from Talking --;Talk as a Research Tool --;Context and Meaning --;Roles, Performances and Cheating --;Kinds of Talking --;Getting Useful Talk Going --;Talking for Consensus --;Trails and Topics --;Can Energy be Stored? --;Change and Development as an Internal Process --;Changes in a Social World --;In the Longer Term --;Chapter 5 Learning as an Extension of General Knowing --;The Need to Learn. Embedded Knowledge --;Is Physics Easy? --;Citizen Understanding of Energy --;Barriers to Adult Knowing --;About the Processes of Science --;Energy Knowledge for Survival --;Energy Knowledge for Technical Purposes --;Procedural Knowledge --;Making Tacit Knowledge Available for Learning --;Learning from Group Practical Work --;Explorations about Energy --;Of Additional Knowledge --;Chapter 6 The Formal Domain of Scientific Knowledge --;Meeting Scientific Theory --;Up in Laputa Land --;Learning to Lose the Context --;'Is Work Being Done?' --;Forms of Energy --;Abstract Explanations --;The Difficulty with Analogies --;Children's Use of Simile and Analogy --;The Theory of Energy Transfer --;Why do They do so Poorly in Tests? --;How Pupils Remember --;The Two Ways of Knowing --;Crossing between the Two Domains --;An Asymetrical Effect --;Living in Two Domains --;Chapter 7 Teaching about Conservation --;About Teaching --;Scandals of Energy Teaching --;Transferring Energy --;Intuitive Knowledge about Conservation --;Conservation and Reversibility --;What to Teach First-Conservation or Dissipation? --;Trying to Learn the Conservation Principle --;A Change in Teaching? --;What's Wrong with the Conservation Principle? --;Moving Pupils' Ideas towards a 'Runnmg Down Principle' --;Reformulating the Second Law --;Does the Running-down Principle help Pupils? --;Teacher's Action Research --;Validity Analysis --;Chapter 8 The Social Uses of Energy --;Education for Society's Citizens --;'The Energy Crisis' Impact --;Conservation and Crisis-Talking and Writing --;Of Feeling and Action --;Let the Experts Design a Syllabus --;Studies Following the Chernobyl Incident --;Knowledge and Risk --;Learning through Controversy --;The Discussion of Issues in School Science (DISS) Project --;Students' Assessment of Risk --;Weighing Risk and Benefit. Scientific and Social Knowledge --;Using Empathy in the Reception of Energy Knowledge --;Empathy and Social Justice --;What is Achieved? --;Chapter 9 The Defining Technologies of Energy --;Technology in Education --;A Defining Technology --;No Prime Mover --;Powered Wheels --;Perpetual Motion --;Horsepower and Harness --;Flowing Heat --;Vitalism and Vitality --;Organization and Information --;Technological Future --;References --;Index.

Text of Note

First published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.

Force and energy.

Power resources.

Class number

Book number

Joan Solomon

Joan Solomon

Electronic name

[Book]

Y