Understanding Energy as a Conserved Quantity‐‐Remarks on the Article by R. U. Sexl

Abstract

Summaries English A series of learning difficulties hamper the understanding of energy as a conserved quantity. For example, the aspect of conservation is not covered by the everyday use of the word ‘energy’, and the idea of energy conservation is formed very late in the course of children's development. Empirical investigations about learning the energy concept indicate clearly that learning the conservation aspect of energy causes the students greater difficulties than learning the conversion aspect. Taking the remarks of R. U. Sexl on the didactics of the energy concept (see the preceding article) into consideration, it is discussed how students‐‐as early as the 5th to 10th grades‐‐can be guided to comprehending energy as a conserved quantity.