Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Age Differences | 1 |
| Biology | 1 |
| Coding | 1 |
| Content Analysis | 1 |
| Elementary School Students | 1 |
| Energy | 1 |
| Foreign Countries | 1 |
| Grade 11 | 1 |
| Grade 5 | 1 |
| Grade 7 | 1 |
| Grade 9 | 1 |
| More ▼ | |
Source
| Journal of Biological… | 1 |
Author
| Blankenstein, Andreas | 1 |
| Harms, Ute | 1 |
| Opitz, Sebastian T. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Grade 5 | 1 |
Audience
Location
| Germany | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkOpitz, Sebastian T.; Blankenstein, Andreas; Harms, Ute – Journal of Biological Education, 2017
The concept of energy serves biologists as a powerful analytical model to describe phenomena that occurs in the natural world. Due to the concept's relevance, educational standards of different countries identify energy as a core idea for the teaching and learning of biology and other science subjects. However, previous research on students'…
Descriptors: Science Instruction, Scientific Concepts, Energy, Biology
