Conceptualization of Energy by Practicing Scientists: Do Researchers from Different Disciplines Grasp Energy as a Crosscutting Concept?

Abstract

Energy is one of the fundamental concepts of science in all disciplines. For this reason, it can serve as a concept that crosses disciplinary lines and serves as a bridge for students trying to describe a scientific phenomenon using different lenses. Underlying this vision, which is highlighted by the Framework for K-12 Science Education is the implicit assumption that the different disciplinary perspectives of energy have something in common, which should be the focus of instruction and supports the way scientists in the different disciplines use energy. However, does a “unified conception” of energy actually underlie the ways diverse scientists use energy in their fields? To answer this question, we conducted a small-scale interview study in which we interviewed 30 top-level interdisciplinary researchers and asked them to explain several phenomena from different disciplines; all phenomena could be explained in various ways, one of which was an energetic explanation. Our results suggest that researchers from different disciplines do not think of energy in the same way and do not think of energy as an interdisciplinary concept. We argue whether teaching energy in an interdisciplinary way may support the development of future scientists and lay citizens or an expectation that may add more difficulty to an already difficult task.

Keywords

• energy
• curriculum
• future scientists
• crosscutting concepts