An instructional module for the meaningful learning of the concept of energy

Abstract

This article describes an experiment in the meaningful learning of the concept of energy using a conceptually transparent instructional module grounded in the theoretical framework of Ausubel and Novak and incorporating the concept map as the main facilitating tool. The module was implemented in a 2nd grade classroom at a state-aided secondary school in the metropolitan area of Pamplona. The findings show that the implementation of this instructional technique had a positive effect on the students’ performance as measured by meaningful learning indicators for the concept of energy. This study also brought to light the difficulties some students experienced in overcoming their misconceptions concerning this concept.