Abstract

One of the main challenges in science learning is understanding abstract concepts. This article aims to overcome the challenges in students’ learning of the concept of energy through the design of a learning environment. The emergent design solution argues for providing authentic learning experiences where scientific modeling and inquiry-based practices require social interactions and self-regulated learning for the conceptual progression of students’ learning of the concept of energy as a complex dynamic system. This article proposes a technology-based design framework that guides middle school students through four stages of learning progression (LP) as they create virtual energy flow and transformation models. A web-based, open-source tool promotes student learning by encouraging participation through the creation, evaluation, modification, and implementation of models. This design argument results from the efforts to create a learning environment designed to help students overcome comprehension difficulties of the energy concept for middle school students in science education. The framework introduces a learning design, which includes curriculum alignment, conjecture maps, LPs, scaffolding, and scientific practices. As a result of a combination of extensive literature and prior research on the use of an online tool for effective learning environments, the designed framework proposes an authentic learning environment that builds conceptual LP on energy-related concepts within the curricular alignment. This article offers a profound theoretical framework that combines critical elements of learning environments with useful guidelines and concepts for evaluating and redesigning curricular activities that are intersectional, universally inclusive, and accessible to teachers, researchers, and instructional designers. Future research should orient researchers to design and evaluate comprehensive learning environment designs to address and overcome students’ difficulties by connecting the concepts and processes.