Ambiguities in representing the concept of energy: a semiotic approach

Damien Givry (1) , Panagiotis Pantidos (2)

1 ADEF - Apprentissage, Didactique, Evaluation, Formation
2 School of Early Childhood Education

Many researches in science education have shown the importance of the concept of energy and the learning difficulties that students face. Based on a semiotic approach, the current study focuses on the different ways in representing the concept of energy. It examines the ambiguities appear in written text, diagram, photo, graph, corporal acts etc. as vehicles of conveying some aspects of the energy concept. Video of a regular Greek lesson about energy and an usual Greek physics school textbook composed our database. The first results show a conceptual blending between the concepts 'transfer' and 'transformation' due to the lack of specification of which are exactly the physical systems studied in these modes of representation.

Mots clés: energy concept; Teaching physics; semiotic resources; inscriptions; systems of signs

Domaines: Education

Damien Givry, Panagiotis Pantidos. Ambiguities in representing the concept of energy: a semiotic approach. Review of science, mathematics and ICT education, 2015, 9 (2), pp.41-64. ⟨hal-01453391⟩