The progression of students’ conceptions of energy: A cross-grade, cross-cultural study

In this study, a cross-sectional survey of students’ conceptions of energy was administered to two classes in each of Grades 4, 8, and 12, in both China and Canada. Students’ written responses to questions on the meaning of energy were coded and 11 response categories for the use of the term were identified. A frequency distribution of responses, using the different conceptions of energy, shows a multi-faceted pattern of progression. Alternative conceptions and scientific conceptions co-existed, and alternative conceptions were stable from Grade 4 to Grade 12. The study showed that conceptual progression may take place only with respect to some energy concepts and that views differ as between Chinese and Canadian students. Despite school science instruction, in both countries, on the nature of energy (i.e., energy is the ability to do work and energy is conserved), the percentage of students demonstrating these conceptions was low for all grades (< 30%), and there was no significant increase in percentage from Grade 4 to Grade 12, in either China or Canada. Possible reasons for the progression patterns are discussed in light of students’ increasing personal experiences with energy both outside of school and within formal school science settings. The difference in the progression pattern between the two countries is also discussed, in light of differences between the two school science curricula.