Document Type

Article

Publication Date

January 2013

Abstract

We examine the types of emergent language eighth grade students in rural Maine middle schools use when they discuss energy in their first experiences with Project-Based Inquiry Science: Energy, a research-based curriculum that uses a specific language for talking about energy. By comparative analysis of the language used by the curriculum materials to students’ language, we find that students’ talk is at times more aligned with a Stores and Transfer model of energy than the Forms model supported by the curriculum.

Comments

© 2013 American Institute of Physics. This article may be downloaded for personal use only. Any other use requires prior permission of the author and the American Institute of Physics.

The following article appeared in AIP Conference Proceedings 1513, 162 (2013) and may be found at http://scitation.aip.org/content/aip/proceeding/aipcp/10.1063/1.4789677.

DOI: http://dx.doi.org/10.1063/1.4789677

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