1. Development Conception of Energy in Secondary School Physics
Azlinah Ispal, Mohd Zaki Ishak Faculty of Psychology and Education University Malaysia Sabah

2. Introduction Physics Energy Concept Development Conception
Difficult subject
Not interesting
Physics
Central concept of scientific disciplines
Abstract and mathematical idea
Energy Concept
Constructivist research
Development Conception

3. Alternative Concept
Personal and idiosyncratic ideas about energy which are nor simply just isolated misconceptions, but are parts, of a complex structure which provides a sensible and coherent explanation of the world from the students’ point of view.
Alternative Concept of Energy
energy is something people have
energy is something objects can have and lose
energy is the reason that something happen
energy is something objects do
energy is associated with activity or motion
energy is something that is created by certain events
energy is a generalized kind of fuel
energy is viewed as a kind that can be transferred from one object to another
energy is viewed as a kind that can be transferred from one system to another
Trumper, R. (1993) Children's energy concepts: A cross-age study. International Journal of Science Education, 15,
Watts, D. M. (1983). Some alternatives views of energy. Physics Education, 18, p

4. Progression of Learning
Abstract Mappings
Single Abstractions
Representational Systems
Representational Mappings
Alternative conception
Scientific conception
Developmental Maieutics
Duschl, R., Schweingruber, H., & Shouse, A. (Eds.). (2007). Taking science to school: Learning and teaching science in grades K-8.
Washington, DC: National Academy Press.

5. Developmental Maieutics
An approach to identifying sequences of conceptual development involves student’s cognitive level and conceptual content of energy
Students can coordinate two or more single representation
Students can comprehend complicated concrete ideas by integrating several representation into a system
Students can derive unpopular concepts from concrete instances – the beginning of abstractions
Students can coordinate two or more single abstraction
Dawson-Tunik, T. L. (2004a). “a good education is….” The development of evaluative thought across the life-span. Genetic, Social and General Psychology Monographs, 130(1),
Dawson-Tunik, T. L. (2006). Stage-like patterns in the development of conceptions of energy. In X. Liu & W. J. Boone (Eds.), Applications of Rasch measurement in science education ( ). Maple Grove, USA: JAM Press.

6. Instructional Intervention
Procedure
Instructional Intervention
Interview Time 2
Interview Time 1
Interview Time 1
Interview Time 2
Observation
Writing Assessment
FINDINGS

7. Result
Analysis of Cognitive Development . . .

8. Result
Analysis of Conceptual Development . . . .

9. Result M Example 1: Situation 1 – A book on the table Interview Time 1
A1 – Energy as motion
RM – Representational Mappings
Interview Time 2
S1 – Energy has different forms and sources
AM – Abstract Mappings

10. Result Example 2: Situation 2 – Toy trains Interview Time 1
SA – Single Abstractions
Interview Time 1
A1 – Energy as motion
A6 – Energy is a force
A2 – Energy make something happen
AM – Abstract Mappings
A5 – Energy can be destroyed
Interview Time 2
S2 – Energy can be transformed
S1 – Energy has different forms and sources
S4 – Energy is a conserve quantity

11. Result Example 3: Situation 4 – Pushing a wheelbarrow Interview Time 1
SA – Single Abstraction
A3 – Energy is something people have
A2 – Energy is the reason of something happen
Interview Time 2
SA – Single Abstraction
A1 – Energy as motion

12. Result
Example 4: Writing Assessment – Forms and Sources of Energy

13. Result
Example 5: Writing Assessment – Conservation of Energy

14. Cognitive Development Conceptual Development
Findings
Cognitive Development
Time 1
Time 2
SA – Single Abstractions
RM – Representational Mappings
AM – Abstract Mapping
RS – Representational Systems
Conceptual Development
Time 1
Time 2
A2 – Energy is the reason of something happen
S1 – Energy comes in different forms and sources
A5 – Energy can be created or destroyed
S2 – Energy can be transformed
A1 – Energy as motion
S4 – Energy is a conserve quantity
A6 – Energy is a force
A3 – Energy is something people have
A4 – Energy like a fluid
A7 – Energy is not involved in any activity

15. Findings
The conservation of energy concept is the most difficult concept to understand and to apply in real situation
Students develop at different rates, different levels in different concepts.
Students’ experiences, perceptions, beliefs, culture and language are still affecting their conception of energy
Alternative conceptions are difficult to replace with scientific conceptions and learning accurate physics conception is arduous.

16. Conclusion
Initial teaching of energy should be focusing on developing understanding of forms and sources concept first
A general development of energy conception can be discovered in this research, unfortunately the individual concept of energy created at distinct levels yet undiscovered so far.
So, it is necessary to conduct further research on investigating the students develop understanding of individual concept of energy so that a design of energy curriculum can be identified

17. THANK YOU