A Cross-Age Study on the Understanding of Heat and Temperature
Abstract views: 708 / PDF downloads: 539
Keywords:physics education, misconceptions, heat and temperature
The aims of this study were considered below under three headings. At these headings; the first was to elicit misconceptions that students had on the terms heat and temperature. The second was to understand how students’ prior learning affected their misconceptions. The third was to determine if students were able to make a connection between their own knowledge and physics in everyday life. To achieve these aims, a paper andpencil test composed of 14 multiple-chosen questions was designed, but only five questions related to heat and temperature. The test was administered to 342 students from different grades that ranged from grade 6 with students aged 11-12 years to Grade 8 with students aged 14-15 years. For this research qualitative methods were used. As a result of the analyses undertaken, it was found that students’ misunderstanding about the heat and temperature influenced their knowledge about these terms. Moreover, it was found that students had difficulties making connections between their knowledge and life experiences. Therefore, it was concluded that although students’ conceptions and misconceptions were acquired and stored, they occurred without ostensible links between everyday life and school experiences. Furthermore, depending on the instruction students received and over time, it was deduced that their conceptual understanding showed a steady increase from Grade 6 to Grade 8, except in the case of Item 1.
Abraham, M .R., Williamson, V. M. & Westbrook, S. L (1994). A Cross-Age Study of the Understanding of Five Concepts. Journal of Research in Science Teaching, 31 (2), 147-165.
Albert, E. (1978). Development of the Concept of Heat in Children. Science Education, 62, 389-399.
Ayas, A, Çepni, S., Akdeniz, A. R., Özmen, H., Yiğit, N. & Ayvacı, H. Ş. (2005). Kuramdan Uygulamaya Fen ve Teknoloji Öğretimi (Science and Technology Teaching From Theory to Practice). PegemA Yayıncılık, Ankara, Turkey.
Blanco, A. & Prieto, T. (1997). Pupils’ Views on How Stirring and Temperature Affect the Dissolution of a Solid in a Liquid: A Cross-Age Study (12 to 18). International Journal of Science Education, 19 (3), 303-315.
Buluş Kırıkkaya, E & Güllü, (2008). Fifth Grade Students’ Misconceptions about Heat – Temperature and Evaporation – Boiling. Elementary Education Online, 7(1), 15-27, 2008.
Carlton, K. ,(2000). Teaching about Heat and Temperature. Physics Education, 35(2), 101-105.
Chi, M., T., H. (2000). Misunderstanding Emergent Processes as Causal. Paper Presented at the Annual Conference of the American Educational Research Association, April 2000.
Chi, M. T. H. (1992). Conceptual Change within and across Ontological Categories: Implications for Learning and Discovery in Science. In R. N. Giere (Ed.), Cognitive models of science: Minnesota studies in the philosophy of science (Vol. 15). Minneapolis, MN: University of Minnesota Press.
Clough, E. E., & Driver, R. (1985). Secondary Students’ Conceptions of the Conduction of Heat: Bringing together Scientific and Personal views. Physics Education, 20(4), 176-182.
Çalık, M. & Ayas A. (2005). A Cross-Age Study on the Understanding of Chemical Solutions and Their Components. International Education Journal, 6 (1), 30-41.
Erickson, G., & Tiberghien, A. (1985). Heat and Temperature. In R. Driver, E. Guesne & A. Tiberghien (Eds.), Children's Ideas in Science (pp. 52-83). Philadelphia, PA: Open University Press.
Erickson, G. L. (1980). Children’s Viewpoints of Heat: A Second Look. Science Education, 64 323-36.
Erickson, G. L. (1979). Children’s Conceptions of Heat and Temperature. Science Education, 63(2), 221-230.
Gabel, D., Samuel, K., & Hunn, D. (1987). Understanding the Particulate Nature of Matter. Journal of Chemical Education, 64, 695-697.
Gilbert, J. K., Osborne, R. J. & Fensham, P. J. (1982). Children’s Science and Its Consequences for Teaching. Science Education, 66, 623-633.
Gönen, S. & Akgün, A. (2005). Bilgi Eksikleri ve Kavram Yanılgılarının Tespiti ve Giderilmesinde, Çalışma Yaprakları ve Sınıf içi Tartışma Yönteminin Uygulanabilirliği Üzerine Bir Çalışma (An investigation of the applicability of worksheet and class discussions on determining and remedying lack of knowledge and misconceptions). Elektronik Sosyal Bilimler Dergisi, www.e-sosder.com, 13, 99-111.
Hackling, M. W. & Garnett, P. J. (1985). Misconceptions of Chemical Equilibrium. European Journal of Science Education, 7, 205-214.
Haidar, A. H. (1997). Prospective Chemistry Teachers’ Conceptions of the Conservation of Matter and Related Concepts. Journal of Research in Science Teaching, 34(2), 181-197.
Jasien, P. G. & Oberem, G. E. (2002). Understanding of Elementary Concepts in Heat and Temperature among College Students and K-12 Teachers. Chemical Education Research. 79(7), 889-895.
Kesidou, S., & Duit, R. (1993). Students' Conceptions of the Second Law of Thermodynamics: An Interpretive Study. Journal of Research in Science Teaching, 30(1), 85-106.
Krnel, D., Glažar, S. S. & Watson, R. (2003). The Development of the Concept of “matter”: a Cross-Age Study of How Children Classify Materials. Science Education, 87, 621-639.
Leach, J., & Scott, P. (2003). Individual and Sociocultural Views of Learning in Science Education. Science and Education, 12, 91-113.
Leite, L. (1999). Heat and Temperature: An Analysis of How These Concepts are Dealt with in Textbooks. European Journal of Teacher Education, 22(1), 61-74.
Lewis, E. L. (1996). Conceptual Change among Middle School Students Studying Elementary Thermodynamics. Journal of Science Education and Technology, 5(1), 3-31.
Lewis, E. L., & Linn, M. C. (1994). Heat Energy and Temperature Concepts of Adolescents, Adults, and Experts: Implications for Curricular Improvements. Journal of Research in Science Teaching, 31(6), 657-677.
Lin, H., Cheng, H., & Lawrenz, F. (2000). The Assessment of Students and Teachers’ Understanding of Gas Laws. Journal of Chemical Education, 77(2), 235-238.
M.E.B. Tebliğler Dergisi (2004). Fen ve Teknoloji (4 ve 5. Sınıf) Dersi Öğretim Programları, Sayı No: 2563, Ankara.
M.E.B. Tebliğler Dergisi (2000). Fen Bilgisi Dersi Öğretim Programı, Sayı No: 2518, Ankara.
MEB. (2000). İlköğretim Okulu Fen Bilgisi Dersi Öğretim Programı. Ankara: Milli Eğitim Basımevi.
Nachimias, R., Stavy, R. & Avrams, R. (1990). A Microcomputer-Based Diagnostic System for Identifying Students’ Conceptions of Heat and Temperature. International Journal of Science Education, 12, 123–32.
Osborne, R. (1982). Science Education: Where Do We Start?. The Australian Science Teachers. Journal. 28(1), 21-30.
Quilez-Pardo, J., & Solaz-Portoles, J. J. (1995). Students and Teachers’ Misapplication of Le Chatelier’s Principle: Implications for the Teaching of Chemical Equilibrium. Journal of Research in Science Teaching, 32(9), 939-957.
Rogan, J. H. (1988). The Development of a Conceptual Framework of Heat. Science Education, 72, 103-133.
Romer, R. H. (2001). Heat is not a Noun. American Journal of Physics, 69(2), 107-109.
Shayer, M., & Wylam, H. (1981). The Development of the Concept of Heat and Temperature in 10-13-Year-Olds. Journal of Research in Science Teaching, 18(5), 419-434.
Stavy, R. (1990). Pupils’ Problems in Understanding Conservation of Mass. International Journal of Science Education, 12 (5), 501-512
Stavy, R. (1991). Using Analogy to Overcome Misconceptions about Conservation of Matter. Journal of Research in Science Teaching, 28, 305-313.
Sutton, C. (1996). Resolving the Human Voice in Science - An Urgent Problem in School (Working paper): The Leicester Study Groups on School Science after 2000.
Taber, K., S. (1995). Time to be Definitive? Education in Chemistry. 32(2), 56.
Taber, K. S (2000a). Multiple Frameworks? Evidence of Manifold Conceptions in Individual Cognitive Structure. International Journal of Science Education, 22, 399-417.
Taber, K. S. (2000b). Chemistry Lessons for Universities?: A Review of Constructivist Ideas. University Chemistry Education, 4 (2) 63-72.
Taber, K. S (2001). Shifting Sands: A Case Study of Conceptual Development as Competition between Alternative Conceptions. International Journal of Science Education, 23, 731-753.
Tarsitani, C., & Vicentini, M. (1996). Scientific Mental Representations of Thermodynamics. Science and Education, 5, 51-68.
Tiberghien, A. (1983). Critical Review on the Research Aimed at Elucidating the Sense that Notions of Temperature and Heat Have for the Students Aged 10 to 16 Years. Paper presented at the Proceedings of the First International Workshop, Quebec, Canada: La Londe les Maures.
Tiberghien, A. (1980). Modes and Conditions of Learning. An example: The Learning of Some Aspects of the Concepts of Heat. In W. F. Archenhold, R. H. Driver, A. Orton & C. Wood-Robinson (Eds.), Cognitive Development Research in Science and Mathematics (pp. 288-309). Leeds, UK: University of Leeds Printing Service.
Thomaz M. F., Malaquias I. M., Valente M. C. & Antunes M. J. (1995). An Attempt to Overcome Alternative Conceptions Related to Heat and Temperature. Physics Education. 30 19–26.
Tytler, R. (1998). The Nature of Students’ Informal Science Conceptions. International Journal of Science Education, 20, 901-927.
van Roon, P. H., van Sprand, H. F. & Verdonk, A. H., (1994). Work and Heat: on a Road towards Thermodynamics, International Journal of Science Education. 16:2, 131-144.
Warren, J. W. (1972). The Teaching of the Concept of Heat. Physics Education. 7, 41-44.
Westbrook, S. L. & Marek, E. A. (1991). A Cross-age Study of Student Understanding of the Concept of Diffusion. Journal of Research in Science Teaching, 28(8), 649-660.
Wiser, M. (1988a). The Differentiation of Heat and Temperature: History of Science and Novice-Expert Shift. In S. Strauss (Ed.), Ontogeny, Phylogeny, and Historical Development. Norwood, NJ: Ablex Publishing Corporation.
Wiser, M (1988b). The Differentiation of Heat and Temperature: An Evaluation of the Effect of Microcomputer Teaching on Students’ Misconceptions Technical Report ED291596 Educational Technology Centre, Cambridge, MA.
Wiser, M., & Carey, S. (1983). When Heat and Temperature were One. In D. Gentner & A. Stevens (Eds.), Mental models (pp. 267 - 298). Hillsdale, NJ: Erlbaum.
Yin, R .K. (1994). Case Study Research Design and Methods. Thousand Oaks, CA: Sage Publications.
How to Cite
Copyright © Authors