ABSTRACT
In this chapter we will attempt to investigate the teaching and learning of energy from a constructivist perspective. Explicitly included are issues we like to highlight from Fensham's (1986) 'Science for all' position, i.e., the interests of both girls and boys and STS, the interplay of science, technology and society. We will provide brief surveys of research findings that appear to be of importance regarding the issue of 'content specific pedagogical knowledge' (Shulman, 1987) in the domain of energy.
