Work

Promoting knowledge integration in work and mechanical energy through conceptual framework and cooperative learning instruction

Year: 2025

Type: article

Abstract: Achieving knowledge integration for deep learning requires students to construct well-connected knowledge structures by understanding and applying the central ideas of a concept. However, research on student learning in work and mechanical energy reveals persistent challenges in grasping fundamental concepts, particularly in connecting the work-energy theorem, potential energy, and the principle of conservation of mechanical energy. This study investigates the effectiveness of two instructional interventions based on the conceptual framework of work and mechanical energy: one employing lecture-based instruction and the other incorporating a cooperative learning approach. The findings provide strong evidence that the conceptual framework is an effective tool for guiding instruction to promote knowledge integration. Additionally, the use of cooperative learning instruction was shown to further enhance students’ ability to connect concepts and develop deep understanding, offering valuable insights for designing instructional strategies aimed at fostering knowledge integration.

Source: Physical Review Physics Education Research

DOI: 10.1103/lj4w-wsqb

Authors: Dazhen Tong, Huihui Wu, Hongmei Ren, Zhirong Wang, Sudong Pan, Lei Bao

Institutions: Anhui Normal University, East China Normal University, The Ohio State University

Language: English

Topic: Science Education and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,000