Note: Intro -- Acknowledgements -- Contents -- Chapter 1: Introduction: Why Focus on Energy Instruction? -- 1.1 Realizing the Need for a Summit -- 1.2 Structure of the Summit -- 1.2.1 Goals and Participants -- 1.2.2 Surfacing and Discussing Ideas -- 1.2.3 Teacher Voices and a Second Summit for Teachers -- 1.3 Organization of This Book -- References -- Part I What Should Students Know About Energy? -- Chapter 2: A Physicist's Musings on Teaching About Energy -- 2.1 Introduction -- 2.2 The Particle Physicist's View of Energy -- 2.3 Descriptions of Various Types of Energy -- 2.3.1 Thermal Energy -- 2.3.2 Chemical Energy -- 2.3.3 Mechanical and Electrical Energy -- 2.3.4 Conservation of Mass? -- 2.3.5 Energy Flows (Convection, Conduction and Radiation) -- 2.3.6 Nuclear Energy -- 2.4 Key Energy Concepts for K-12 Science Education -- 2.4.1 Only Changes in Energy Matter (Who Cares How Much You Have if Most of It Is Not Negotiable) -- 2.4.2 Any Change in Energy Is Balanced by Some Other Change in Energy (You Can't Make or Destroy Energy, Only Move It Around) -- 2.4.3 Energy Availability Governs What Can Happen (You Can't Do Anything Without Energy) -- 2.4.4 Energy Tends to Spread Itself Around as Much as Possible -- 2.5 When and How Can Students Learn About Energy? -- References -- Chapter 3: A Space Physicist's Perspective on Energy Transformations and Some Implications for Teaching About Energy Conservation at All Levels -- 3.1 Introduction -- 3.2 Magnetic Reconnection: Energy in Fields -- 3.3 The Energy Transport Equation in Magnetohydrodyamics: Energy Conservation and Transfer -- 3.4 Conclusions -- References -- Chapter 4: Conservation of Energy: An Analytical Tool for Student Accounts of Carbon-Transforming Processes -- 4.1 Introduction -- 4.2 A Key Goal: Using Energy Conservation as an Analytical Tool -- 4.3 Challenges and Instructional Supports. , 4.3.1 Understanding the Purpose of the Concept of Energy -- 4.3.1.1 Developing a Sense of Necessity About Energy Conservation -- 4.3.1.2 Quasi-quantitative Representations of Energy -- 4.3.2 Identifying Forms of Energy in Living Systems -- 4.3.3 Tracing Energy Separately from Matter -- 4.4 Conclusion -- References -- Part II What Does the Research Say About the Teaching and Learning About Energy? -- Chapter 5: Teaching and Learning the Physics Energy Concept -- 5.1 Introduction -- 5.2 Energy - A Core Physics Concept -- 5.2.1 On the Energy Concept in Physics -- 5.2.2 Four Basic Ideas of the Energy Concept -- 5.2.3 On the Nature of the Four Basic Ideas -- 5.2.4 On the Relation of the Four Basic Ideas to Standards and Instruction -- 5.3 Conceptualizations of Energy -- 5.3.1 Energy Is an Abstract Accounting Quantity -- 5.3.2 Energy Is the Ability to Do Work -- 5.3.3 Energy Is the Ability to Cause Changes -- 5.3.4 Energy Is the Ability to Produce Heat -- 5.3.5 Energy Is a General Kind of Fuel -- 5.3.6 The Conceptualist and the Materialist Distinction -- 5.3.7 Energy Is a Substance-Like Quantity -- 5.3.8 Energy Forms -- 5.4 Findings of Studies on Teaching and Learning Energy -- 5.4.1 On the State of Research in the Early 1990s -- 5.4.1.1 Students' Conceptions of Energy -- 5.4.1.2 Results of Learning the Energy Concept During School Science Instruction -- 5.4.2 Learning Progressions Towards the Energy Concept -- 5.4.2.1 Results of a Study on Deliberately Developing Energy Ideas -- 5.4.2.2 A Survey on Student Learning Progression Drawing on TIMMS Data -- 5.4.2.3 Development of Energy Ideas During a Series of Units in Chemistry -- 5.4.2.4 Development of Energy Ideas from Grade 6 to 10 -- 5.4.3 Learning Progressions on Energy - A Summarizing View -- 5.5 Towards Unfolding and Differentiating Students Pre-instructional Ideas -- References. , Chapter 6: What Knowledge and Ability Should High School Students Have for Understanding Energy in Chemical Reactions? An Analysis of Chemistry Curriculum Standards in Seven Countries and Regions -- 6.1 Introduction -- 6.2 Scientific Perspective on Energy in Chemical Reactions (ECR) -- 6.3 Curriculum Standards Analysis -- 6.3.1 Country and Region Selection -- 6.3.2 Methodology -- 6.3.3 Results -- 6.3.3.1 Analysis of Knowledge -- 6.3.3.2 Categories of Performance Expectations -- 6.4 A Proposed Cognitive and Reasoning Model for Learning ECR -- 6.5 Hypothesized Cognitive Levels for Learning ECR -- 6.6 Discussion and Implications -- References -- Chapter 7: Developing and Using Distractor-Driven Multiple-Choice Assessments Aligned to Ideas About Energy Forms, Transformation, Transfer, and Conservation -- 7.1 Introduction -- 7.2 Item Development -- 7.2.1 Selecting a Set of Target Learning Goals -- 7.2.2 Consulting the Research Literature on Students' Understanding of Energy -- 7.2.3 Clarification of the Target Learning Goals -- 7.2.4 Efforts to Ensure Validity -- 7.2.5 Pilot Testing -- 7.2.6 Field Testing and Data Collection -- 7.3 Rasch Modeling -- 7.3.1 Model Fit -- 7.3.2 Wright Maps -- 7.4 Grade-to-Grade Differences -- 7.5 Students' Knowledge and Misconceptions -- 7.5.1 Motion Energy -- 7.5.2 Thermal Energy (Substance Level) -- 7.5.3 Thermal Energy (Atomic Level) -- 7.5.4 Gravitational Potential Energy -- 7.5.5 Elastic Energy -- 7.5.6 Energy Transformation -- 7.5.7 Energy Transfer -- 7.5.8 Conservation of Energy -- 7.6 Implications for Instruction -- 7.7 Moving Forward -- 7.8 Conclusions -- References -- Chapter 8: Mapping Energy in the Boston Public Schools Curriculum -- 8.1 Introduction -- 8.2 Methods -- 8.2.1 Boston Public Schools (BPS) Curriculum -- 8.2.2 The Energy Institute -- 8.2.2.1 Identifying Units Containing Energy. , 8.2.2.2 Identifying Energy Connections -- 8.2.3 Content Network Mapping -- 8.3 Results -- 8.4 Discussion -- 8.4.1 Major Energy Concepts in BPS -- 8.4.2 The Energy Institute -- 8.4.3 Challenges -- 8.4.4 Future Steps -- 8.5 Conclusions -- References -- Part III Challenges Associated with the Teaching and Learning of Energy -- Chapter 9: Using Ideas from the History of Science and Linguistics to Develop a Learning Progression for Energy in Socio-ecological Systems -- 9.1 Introduction -- 9.2 Historical Analysis -- 9.2.1 Inquiry into Fire: How Energy Was Differentiated from Matter -- 9.2.2 Inquiry into Life: How Energy Was Differentiated from Life -- 9.3 Linguistic Analysis -- 9.3.1 Definitions of Energy in English Dictionaries -- 9.3.2 Informal Views of Energy -- 9.3.2.1 Sources of Energy -- 9.3.2.2 Nature of Energy -- 9.3.2.3 Causal Reasoning -- 9.4 The Learning Progression for Energy in Socio-ecological Systems -- 9.4.1 The Learning Progression for Energy -- 9.4.2 Trends of Development -- 9.4.2.1 From a Broad Association to a Restricted Association -- 9.4.2.2 From Tracing the Cause-and-Effect Chain to Tracing Energy Separately from Matter and with Heat Dissipation -- 9.5 Implication for Teaching Energy -- References -- Chapter 10: Contextual Dimensions of the Energy Concept and Implications for Energy Teaching and Learning -- 10.1 Introduction -- 10.2 Cultural Context of the Energy Concept -- 10.3 Social Context of the Energy concept -- 10.4 Political Context of the Energy Concept -- 10.5 Implications of Contexts of the Energy Concept -- 10.5.1 Energy as a Scientific Worldview and Cultural Construct -- 10.5.2 Energy as Civic Literacy -- References -- Chapter 11: Towards a Research-Informed Teaching Sequence for Energy -- 11.1 Introduction -- 11.2 Discourses of Energy -- 11.3 Issues and Disputes -- 11.3.1 Defining Terms -- 11.3.2 Forms of Energy. , 11.3.3 Energy as a Cause -- 11.3.4 The Problem of Heat -- 11.4 Tiptoeing Through the Minefield -- 11.5 Testing a Teaching Sequence -- Appendix: A Proposed Teaching Sequence for the Topic of Energy to Age 16 -- References -- Chapter 12: Distinctive Features and Underlying Rationale of a Philosophically-Informed Approach for Energy Teaching -- 12.1 Introduction -- 12.2 Epistemological Barriers Associated with Teaching and Learning About Energy -- 12.2.1 Energy Is a Crosscutting Construct -- 12.2.2 Energy Cannot Be Easily Attached to Kinesthetic Content -- 12.2.3 Energy Does Not Lend Itself to an Operational Definition -- 12.3 A Philosophically-Informed Teaching Proposal About Energy in Middle School -- 12.3.1 Energy as a Theoretical Framework Rather Than a Physical Quantity: An Alternative Perspective for Elaborating Energy -- 12.3.2 Overview of the Structure for a Teaching-Learning Sequence -- 12.3.3 Key Features of the Teaching Materials -- 12.3.3.1 Continual Interplay Between Conceptual Elaboration and Epistemic Discourse -- 12.3.3.2 Emphasis on the Crosscutting Nature of Energy -- 12.3.3.3 Emphasis on Integrating the Features of Energy into a Coherent Whole -- 12.3.3.4 Distinguishing Between States and Processes -- 12.4 Research Agenda -- References -- Chapter 13: Repairing Engineering Students' Misconceptions About Energy and Thermodynamics -- 13.1 Introduction -- 13.2 What Are the Challenges We Are Facing in Teaching Students About Energy? -- 13.2.1 The Second Law -- 13.2.2 Temperature and Energy -- 13.2.3 Rate vs. Amount -- 13.2.4 Internal Energy and Enthalpy -- 13.3 What Should Be Done to Meet These Challenges? -- 13.3.1 Inquiry-Based Approach -- 13.3.2 Results and Discussion -- References -- Part IV Opportunities and Approaches for Teaching and Learning About Energy -- References. , Chapter 14: Looking Through the Energy Lens: A Proposed Learning Progression for Energy in Grades 3-5.