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
al. (1988).

The importance of teaching energy as a concept is further discussed by Duit (1984a) and
Ellse (1988). Ellse also discusses the dimensions of accuracy in models as appropriate for
young minds. This has left a question which will permeate every subsequent theme in this
study. Given that teachers here saw that energy was a means to expose pupils to concepts
(3), what is the point in preserving the strict physics conceptual meaning for energy when
the vast majority of students will never need anything more than an operational
understanding of energy to deal with real life issues? T30, an experienced physicist
expressed a view that he would be happy if his pupils came out of school with only this.
Furthermore, given that energy is a good means to give children experience in
manipulating a concept, what is the point in doing so, if it is felt that few children ever
reach the ability to handle concepts?
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