Meaning of Energy as a Crosscutting Concept and Its Three Cognitive Frameworks
WANG Wei-Zhen1*, WANG Lei2
1. Curriculum and Teaching Materials Research Institute, People's Education Press, Beijing 100081, China;
2. College of Chemistry, Beijing Normal University, Beijing 100875,China
Abstract Crosscutting concept in science curriculum embodies the idea of integration. It's an important topic to promote understanding of crosscutting concepts in divided curriculum. As a crosscutting concept, energy is considered as the capacity to do work at both macro and micro worlds. Cognitive frameworks are able to deepen students' understanding of energy concept. Three cognitive frameworks (four characteristics of energy, tracing energy flow, a new framework based on the theory of cognitive development) are introduced in this paper. A good cognitive framework should combine discipline and cognition. Teachers are suggested to create more daily living contexts, to design meaningful tasks of variety types. Teachers should guide students to construct appropriate cognitive frameworks, and meanwhile pay close attention to stages and directions of understanding of energy.
WANG Wei-Zhen, WANG Lei. Meaning of Energy as a Crosscutting Concept and Its Three Cognitive Frameworks[J]. Chinese Journal of Chemical Education, 2020, 41(23): 40-45.
