Grade 1 to grade 6 students' explanations indicated that they held the concept of energy forms and that they indirectly recognized various forms of energy (e.g., electric, potential, mechanical, and heat energy). Their explanations could also be categorized into five frameworks. Regarding constructivist perspective, teachers need to know students' prior knowledge in order to take into consideration these viewpoints for designing and implementing teaching interventions (Trumper,1990; Duit & Haeussler, 1994). Additionally, students' explanations indicated that they understood the concept of energy transformation, and that primary school teachers in Thailand could provide students with learning activities based on energy transformations. In other words, this group of primary school students could be easily taught the concept of forms of energy, energy transformations, transfer of energy, energy degradation, and the law of energy conservation