Lane Seeley
Biographic Data
| ID | 9526922 |
|---|---|
| NAME | Lane Seeley |
| GIVEN NAMES | Lane |
| FAMILY NAME | Seeley |
| SIGNATURE | SEELEY L |
| AFFILIATIONS | Physics Department Seattle Pacific University Seattle Washington USA |
| ORCID | 0000-0002-3044-6359 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
How Crosscutting Is the Energy Concept within Physics Teaching and Learning
Much of the attention on the crosscutting concepts within the Next-Generation Science Standards (NGSSs) have gone to their coherence across different STEM disciplines. In this paper, we raise the question of the coherence of the energy concept within the teaching and learning of physics itself. Our investigations of teachers’ and students’ approach to solving problems, where both mechanical and thermal energy play equally important roles, indicat…
Telling the energy story
We describe the development, design, implementation, and preliminary classroom results of an innovative curriculum, Focus on Energy , that supports learning about energy in Grades 4–5. The curriculum is grounded in the concepts of science as practice, model‐based reasoning, and learning progressions, and builds on students' pre‐existing ideas and resources. We illustrate how students gradually develop the ability to track energy forms, transfers,…
No prominent works on this page.
Telling the energy story
We describe the development, design, implementation, and preliminary classroom results of an innovative curriculum, Focus on Energy , that supports learning about energy in Grades 4–5. The curriculum is grounded in the concepts of science as practice, model‐based reasoning, and learning progressions, and builds on students' pre‐existing ideas and resources. We illustrate how students gradually develop the ability to track energy forms, transfers,…
How Crosscutting Is the Energy Concept within Physics Teaching and Learning
Much of the attention on the crosscutting concepts within the Next-Generation Science Standards (NGSSs) have gone to their coherence across different STEM disciplines. In this paper, we raise the question of the coherence of the energy concept within the teaching and learning of physics itself. Our investigations of teachers’ and students’ approach to solving problems, where both mechanical and thermal energy play equally important roles, indicat…
Computer Science (2 works) · Mathematics education (2 works) · Psychology (2 works) · Science Education and Pedagogy (2 works) · Agency (philosophy) (1 work) · Cognition (1 work) · Cognitive science (1 work) · Curriculum (1 work) · Educational Strategies and Epistemologies (1 work) · Energy (signal processing) (1 work)