Energy is a central concept across the sciences and an important goal of science education is to support all students so that they develop a full understanding of the energy concept. However, given the abstract and complex nature of the energy concept, only a few students develop an understanding so that they can use energy ideas to make sense of phenomena. Research into energy learning progressions aims at developing models of learning about energy to guide instruction so that students can be best supported in developing competence and has provided a rich model of how students' understanding of energy develops over time. Being largely based on cross‐section data, however, the extent to which this model can guide instruction is limited, especially concerning the continued learning of students about energy. To address this gap—the limited evidence regarding what supports students' continued learning about energy—it was investigated how holding non‐normative ideas and the integratedness of students' energy knowledge affect students' continued learning about energy. Drawing on data from a 4‐year longitudinal study covering Grades 6–9 on students' learning about energy, diagnostic classification models were used to characterize students' non‐normative idea profiles and the integratedness of their knowledge and then related both to their continued learning. The results suggest no detrimental effects of holding non‐normative ideas and strong positive effects of holding integrated knowledge for students' continued learning about energy. Implications for teaching and future research are discussed.

中文翻译：

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什么影响了能源的持续学习？来自 4 年纵向研究的证据

能源是整个科学的核心概念，科学教育的一个重要目标是支持所有学生，使他们充分理解能源概念。然而，鉴于能量概念的抽象性和复杂性，只有少数学生能够理解并利用能量概念来理解现象。对能源学习进程的研究旨在开发能源学习模型来指导教学，以便学生在能力发展方面得到最好的支持，并为学生对能源的理解如何随着时间的推移而发展提供了丰富的模型。然而，该模型主要基于横截面数据，指导教学的程度有限，特别是在学生继续学习能源方面。为了解决这一差距（支持学生继续学习能源的证据有限），研究了非规范观念和学生能源知识的整合如何影响学生继续学习能源。根据涵盖 6 至 9 年级学生能源学习情况的 4 年纵向研究的数据，使用诊断分类模型来描述学生的非规范思想概况及其知识的完整性，然后将两者与他们的继续学习联系起来。结果表明，持有非规范观念不会产生不利影响，而持有综合知识对学生继续学习能源会产生强烈的积极影响。讨论了对教学和未来研究的影响。