Teachers’ views echo justifications for teaching energy in the literature. Teachers note that
energy is explicitly present on the curriculum (1) in DFE (1995) and DfEE (1999a).
Teachers echo the real world issues surrounding energy resources (5) as in the National
Curriculum’s statements for values and citizenship (DfEE,1999b; DfEE,1999c) and in
Duit (1984a). Also, the linking ability of the energy concept (4) as reported by Häussler et