Towards a learning progression of energy
Version of Record online: 26 NOV 2012
Copyright © 2012 Wiley Periodicals, Inc.
Journal of Research in Science Teaching
Volume 50, Issue 2, pages 162–188, February 2013
How to Cite
Neumann, K., Viering, T., Boone, W. J. and Fischer, H. E. (2013), Towards a learning progression of energy. J. Res. Sci. Teach., 50: 162–188. doi: 10.1002/tea.21061
- Issue online: 14 JAN 2013
- Version of Record online: 26 NOV 2012
- Manuscript Accepted: 3 OCT 2012
- Manuscript Received: 15 JUN 2011
- Deutsche Forschungsgemeinschaft (DFG). Grant Number: NE-1368/2-1
Additional Supporting Information may be found in the online version of this article.
|tea_21061_sm_SuppTab1.doc||28K||Supporting Information Table 1. Contexts used in item development for the Energy Concept Assessment. Contexts addressed in the main study.|
|tea_21061_sm_SuppTab2.doc||37K||Supporting Information Table 2. Description of energy conceptions and complexity levels of the hypothesized learning progression.|
|tea_21061_sm_SuppTab3.doc||32K||Supporting Information Table 3. Misconceptions used for construction of distractors.|
|tea_21061_sm_SuppTab4.doc||35K||Supporting Information Table 4. Sample composition as a function of school and grade.|
|tea_21061_sm_SuppInfoTechHand.pdf||1498K||Supporting Information Technical Handbook. Energy Concept Assessment.|
Please note: Wiley Blackwell is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article.