Abstract
This work refers to the organising principles and content of a didactical intervention (addresses to children aged 1 1 -1 2 ) related to the concept of energy on large- scale electricity generation systems (thermoelectric power plants, hydroelectric power plants, wind farms, photovoltaic farms). These organising principles refer to: (a) the structure and the content of school knowledge of the teaching subject where we distinguish for levels of approach: the phenomenological, the technological, the scientific and the environmental level, (b)the constructivist approach of teaching and learning science which is based on the assumptions that children in the age of 1 1 -1 2 years using the linear causal reasoning and the systemic thinking will be able to construct a semi-quantitative energy model that is proper to the description and the explanation of large-scale electricity generation systems, and (c)the pedagogical context based on the practice of problem situations and the socio-cognitive approach of teaching. There will also be presented the didactical aims and some elements of the content of didactical intervention which derive from the basic organising principles above mentioned.
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