%0 Journal Article
%T Energy as a substancelike quantity that flows: Theoretical considerations and pedagogical consequences
%A Eric Brewe
%J Physical Review Special Topics. Physics Education Research
%D 2011
%I 
%X Utilizing an energy-as-substance conceptual metaphor as a central feature of the introductory physics curriculum affords students a wealth of conceptual resources for reasoning about energy conservation, storage, and transfer. This paper first establishes the utility and function of a conceptual metaphor in developing student understanding of energy concepts. Then a curricular framework with a prominent energy-as-substance conceptual metaphor is described. The curricular framework involves both a reorganization of the content of introductory physics as well as a renewed focus. Reorganizing includes treating energy early and spiraling back to energy treatments. The refocusing includes emphasizing energy¡¯s role in modeling phenomena and attending to the tools for representing energy conservation, storage, and transfer. Implementation of the energy framework is then described in the context of a Modeling Instruction course. Finally, qualitative evidence is presented showing student use of energy conceptual resources which are promoted in the curricular implementation.
%U http://link.aps.org/doi/10.1103/PhysRevSTPER.7.020106