Conceptual Comprehension of Pre-Service Physics Teachers Towards 1st Law of Thermodynamics

Abstract

This research is a qualitative study conducted to determine pre-service physics teachers' conceptual comprehension of the first law of thermodynamics. In this study, which was conducted with the participation of 25 students, case study pattern was used, and a holistic single case pattern was adopted. Five open-ended questions which include drawings and explanations were used as data collection tool. In order to support the obtained findings, semi-constructed interviews were done with 20% of pre-service physics teachers. As a result of the findings obtained from content analysis, it was seen that pre-service teachers represent energy mostly as object with potential energy, electric energy, and vibration energy; and it was seen that they think of the world as an insulated place and thus think that there is confined transformational energy within it. When findings of the study are taken into consideration, it is believed that the first law of thermodynamics should be explained by drawing examples from daily life.

Identifikasi Kualitas Argumentasi Ilmiah Siswa SMA pada Termodinamika

“…Padahal kapal mampu bergerak karena tekanan uap air yang berkaitan dengan gaya dorong. Dengan mempelajari fenomena sehari-hari dapat membantu siswa dalam memahami konsep termodinamika yang lebih bermakna (Bezen et al, 2016). Beberapa siswa lainnya pada level 3 ini menjelaskan penyanggahan pada rebuttal yang tidak teoritis.…”

“…Konsep termodinamika seperti energi dan mekanika berkaitan erat dengan kegiatan-kegiatan ilmiah, engineering, teknologi, dan fenomena alam yang bermanfaat dalam kehidupan sehari-hari (Erduran & Villamanan, 2009;Goedhart & Kaper, 2002). Pemanfaatan Termodinamika di kehidupan sehari-hari, yaitu dalam pemanasan dan penerangan yang dapat diukur seperti suara, panas, dan cahaya serta memiliki jenis energi kinetik, potensial, listrik, panas, dan nuklir (Besson & De Ambrosis, 2014;Bezen et al, 2016). Dalam bidang engineering konsep termodinamika digunakan untuk studi dan desain berbagai sistem energi, seperti jet dan roket, sistem mesin pendingin, proses kimia, mobil, dan pembangkit listrik (Mulop et al, 2012).…”

“…Konsep yang abstrak ini membuat Siswa kesulitan dalam memahami hukum pertama termodinamika, menerapkan pemecahan masalah dan beranggapan bahwa termodinamika tidak berdampak dalam kehidupan mereka (Kapon et al, 2018). Siswa juga mengalami miskonsepsi dengan makna energi itu sendiri, dimana pengetahuan mereka bertentangan dengan fakta ilmiah, khususnya tentang transformasi energi dan konservasi energi (Bezen et al, 2016;Gunawan et al, 2019;Sinensis et al, 2019). Memahami perbedaan makna ilmiah panas, energi, dan suhu dalam fisika adalah masalah bagi siswa, bahkan setelah siswa berhasil menyelesaikan tugas yang relevan (Levrini et al, 2014;Nottis et al, 2010).…”

Merry-Go-Round Techniques in the Inquiry Training Model on Students' Learning Outcomes in Work and Energy

“…As for some physics topics that are still considered difficult such as mechanics, thermodynamics (Bezen et al, 2016), work and energy (Kurnaz, 2014;Büyükdede & Tanel, 2019), quantum mechanics (Krijtenburg-Lewerissa et al, 2017), training inquiry learning models have suitability in the learning process on the topic of work and energy. At the confrontation stage, the teacher gives examples of applications or phenomena in everyday life.…”

Enhancing Mastery of Earth Science Concept of Prospective Physics Teachers through Interactive Conceptual Instruction Supported by Visualization and GrADS

“…In this case, the animation is most-adapted technology to help students catch a proper understanding of such concepts. Profound comprehension of the connection between scientific independence, technology, and pro-environmental behaviors are necessary for students to support them in various courses (Bezen et al, 2016;Santos & Arroio, 2016;Kastens, 2010).…”