  A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and
Core Ideas gives the concept of field energy a prominent role in the physical
sciences sections of its recommendations for K-12 science education. I examine
what A Framework suggests for the role of field energy and point out that,
given the ambiguities and complexities associated with field energy, a
traditional approach focusing on potential (configuration) energy is more
appropriate for introductory physics in secondary schools, colleges, and
universities.
