Abstract Energy is a core concept of science education and also a hot topic in international science education research in recent years. On the basis of Liu Xiufeng and Wilson's study, a cognitive model of the energy concept was constructed. Combining with the related energy concepts existed in physics, chemistry and biology textbooks for high school and university in China, the questionnaire was designed to test and interview 280 Beijing normal university students major in physics, chemistry and biology. By Rasch model and SPSS data analysis, we found that different discipline background affects students' understanding level and perspectives of energy concepts, and there were some misconceptions. Finally, we established a cognitive progression of energy concepts based on cognitive difficulties, and gave some proposals for the teaching of energy concept.
ZHOU Yao, WANG Lei, XU Cong. Investigation on Perceptions of Energy Concept of Students Major in Physics, Chemistry and Biology[J]. , 2014, 35(10): 51-56.
