This section demonstrated some justifications for energy on the curriculum. These include
practice at handling an abstract concept and the social aspects of awareness of energy
resource issues and the environment. However, concern was highlighted at the
appropriateness of introducing an abstract concept to young children. Given the argument
for energy at lower levels, this was perhaps best facilitated by keeping the introduction as
concrete as possible.
With respect to the introduction of energy, many approaches were revealed. This also
revealed debate on aspects of energy considered to be important:
◊ To introduce through work?
◊ The purpose of the energy circus?
◊ Emphasising forms and/or transformations?
◊ Emphasising concrete links?
◊ Energy as the ‘go of things’ versus ‘exergy’?