Development of three-tier heat, temperature and internal energy diagnostic test

Gurcay, Deniz; Gulbas, Etna

doi:10.1080/02635143.2015.1018154

Cited by 51 publications

(41 citation statements)

References 34 publications

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“…This indicates that students have various misconceptions about the concepts of HTIE and that they mistake these concepts for one another. When we look at the studies in the relevant literature regarding students' understanding levels of concepts of HTIE at elementary education (Baser, 2006;Baser & Geban, 2007), secondary education (Gurcay & Gulbas, 2015) and higher education (Warren, 1972;Kaptan & Korkmaz, 2001, Gurcay & Gulbas, 2016, we observe that students' levels of understanding of these concepts are below average. Given that misconceptions are independent of gender (Wessel, 1999), it transpires that concepts of HTIE should be taught correctly at an early age.…”

Section: Resultsmentioning

confidence: 99%

“…Cronbach Alpha reliability coefficient calculated for the correct responses given to the three-tier questions in the original HTIET was given as .75 (Gurcay & Gulbas, 2015). It was calculated as .71 in this research.…”

Section: Three-tier Heat Temperature and Internal Energy Testmentioning

confidence: 99%

“…Three-tier Heat, Temperature and Internal Energy Test (HTIET) is a three-tier diagnostic test developed to determine high school students' conceptual understandings of HTIE (Gurcay & Gulbas, 2015). Three-tier HTIET involves 12 three-tier questions, namely 4 three-tier questions related to each of the concepts of HTIE.…”

Section: Three-tier Heat Temperature and Internal Energy Testmentioning

confidence: 99%

“…These misconceptions reveal that the fact that heat and temperature are different concepts is not adequately understood by individuals. In addition to this, there are studies stating that like the concepts of 'heat and temperature', the concepts of 'heat and internal energy' are also mistaken for one another (Harrison, Grayson & Treagust, 1999); it is also sometimes believed that 'heat and internal energy are the same' (Gurcay & Gulbas, 2016) and it is thought that 'internal energy is the amount of heat possessed by an object' (Warren, 1972;Gurcay & Gulbas, 2015). It is suggested that three-tier tests, which are argued to be one of the most effective ways of identifying these misconceptions, be used in this regard (Gurcay & Gulbas, 2015).…”

Section: Introducationmentioning

confidence: 99%

“…Heat, temperature and internal energy (HTIE), which are among the most frequently confronted concepts of Physics in daily life, are perceived to be difficult by students and various misconceptions are known to exist with regard to these concepts (Gurcay & Gulbas, 2015;Gurcay & Gulbas, 2016). The most common misconceptions among concepts of Thermodynamics involve the misconceptions 'Heat and temperature are the same' and 'Temperature is a measure of heat' (Eryılmaz, 2010).…”

Section: Introducationmentioning

confidence: 99%

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Determination of Factors Related to Students’ Understandings of Heat, Temperature and Internal Energy Concepts

Gurcay

Gulbas²

2018

JETS

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The purpose of this research is to investigate the relationships between high school students' learning approaches and logical thinking abilities and their understandings of heat, temperature and internal energy concepts. Learning Approach Questionnaire, Test of Logical Thinking and Three-Tier Heat, Temperature and Internal Energy Test were used as data collection tools in this research. All data collection tools were administered to 120 Anatolian High School students. The data collected through these tools were analyzed using descriptive statistics and stepwise multiple regression analysis. According to the results of this research, the variable that best predicts high school students' understandings of heat, temperature and internal energy is their logical thinking abilities. Students' logical thinking abilities and their orientations toward meaningful and rote learning predict 41% of the variance of their understanding scores concerning heat, temperature and internal energy. Results of the research indicate the importance of students' logical thinking abilities and their orientations towards meaningful learning on their understandings of heat, temperature and internal energy concepts.

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