Getting To Know About Energy In School And Society by Joan Solomon

By Joan Solomon

First released in 1992. Routledge is an imprint of Taylor & Francis, an informa corporation.

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These will guide both action and thought. Such intuitive understandings GETTING TO KNOW ABOUT ENERGY IN SCHOOL AND SOCIETY 43 about the world have been dubbed the ‘ultimate explanatory elements’ by Goethe, and ‘phenomenological primitives’, or p-prims for short, by diSessa (see page 31). Yet these p-prims do not prove to be so very reliable for learning concepts in practice, or in theory. DiSessa’s own work showed, for example, that if the children were invited to play a computer game in which they controlled a moving ‘sprite’ which had to kick a goal, they often got it wrong.

Piaget himself was convinced, right from the start, that children’s own constructs illustrated their stage of mental development as well as their feelings. ’ (1929) This is only the third place in this long chapter where the emotional reactions of the pupils have been evoked. Further discussion of these reactions will be found in chapter 8. Chapter 3 Children's Ideas on Energy Trigger and Response In the following chapters a great range of evidence about the children’s notions on energy, both before and during their school learning, will be presented and discussed.

Studies which aimed to teach (and so should more properly be left to the next section) showed that even when school science had been learnt with apparent success it still tended to succumb, with the passage of time, to some of these same original ideas. This suggested to some researchers that there might be a kind of insidious social reinforcement of the children’s notions. This could cast yet more doubt on the idea of an individual and personally constructed ‘science’ knowledge. This academic discussion may yet be preempted by political forces.

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