This paper rationalizes the selection of the concept of energy as the central theme of a new capstone course aimed at science education majors. It describes the goals of the course and the activities that preceded the course design and led to the selection of the topics, of the educational materials, and of the teaching methodologies. It presents a sequential description of the manner in which the conceptual knowledge of energy was to be developed. The speciﬁc experiments, interactive demonstrations and other educational materials utilized for the conceptual development of the concept of energy in context are described and referenced. The course objectives are described, as well as the instruments utilized to assess student learning. It also presents the activities utilized to assess the course, in addition to the modiﬁcations made to the course syllabus based on this assessment.
© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)
"Program Evaluation in the Context of Debates in the Field: The Evaluation of PR-CETP,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 4
, Article 15.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol4/iss2/15