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Promoting knowledge integration in work and mechanical energy through conceptual framework and cooperative learning instruction

Dazhen Tong1, Huihui Wu1, Hongmei Ren1, Zhirong Wang1, Sudong Pan2,†, and Lei Bao3,*

  • *Contact author: lei.bao@outlook.com
  • †Contact author: sdpan@phy.ecnu.edu.cn
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Phys. Rev. Phys. Educ. Res. 21, 010163 – Published 27 June, 2025

DOI: https://doi.org/10.1103/lj4w-wsqb

Abstract

Achieving knowledge integration for deep learning requires students to construct well-connected knowledge structures by understanding and applying the central ideas of a concept. However, research on student learning in work and mechanical energy reveals persistent challenges in grasping fundamental concepts, particularly in connecting the work-energy theorem, potential energy, and the principle of conservation of mechanical energy. This study investigates the effectiveness of two instructional interventions based on the conceptual framework of work and mechanical energy: one employing lecture-based instruction and the other incorporating a cooperative learning approach. The findings provide strong evidence that the conceptual framework is an effective tool for guiding instruction to promote knowledge integration. Additionally, the use of cooperative learning instruction was shown to further enhance students’ ability to connect concepts and develop deep understanding, offering valuable insights for designing instructional strategies aimed at fostering knowledge integration.

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Phys. Rev. Phys. Educ. Res. 21, 010163– Published 27 June, 2025
  • Received 24 January 2025
  • Accepted 6 June 2025
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Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

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