The teaching of the concept of heat

Warren, John

doi:10.1088/0031-9120/7/1/309

Cited by 32 publications

(23 citation statements)

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Section: Extended Abstractsupporting

confidence: 61%

“…A similar result was reached in a study conducted by Warren (1972). Warren (1972) asked students attending science and engineering departments at a university to define the concepts of heat and internal energy and explain the relationship between these concepts and found that students thought "internal energy is the amount of heat that an object has". However, since the use of three-tier questions in this study enabled us to determine definitively whether the students were sure of their misconception answers, the results of this study indicated that this idea of preservice physics teachers about the concept of internal energy was indeed a misconception.…”

Section: Extended Abstractsupporting

confidence: 61%

“…Alan yazınında, ısı ve sıcaklık konusuyla ilgili çalışmalar bulunmasına rağmen özellikle iç enerji konusu hakkındaki kavram yanılgılarını belirlemeye yönelik yeterli sayıda araştırma bulunmamaktadır. Ancak bazı çalışmalarda, ısı ve iç enerji kavramının öğrenciler tarafından karıştırıldığı (Harrison, Grayson, ve Treagust, 1999) ve öğrencilerin iç enerjiyi bir cismin sahip olduğu ısı miktarı olarak düşündüğü belirtilmiştir (Warren, 1972).…”

Section: Isı Sıcaklık Ve İç Enerji Ile Ilgili Kavram Yanılgılarıunclassified

“…Buna karşın, öğretmen adaylarının %12'sinin "iç enerjinin cismin sahip olduğu ısı miktarı" olduğuna ilişkin kavram yanılgısının olduğu tespit edilmiştir. Bu kavram yanılgısına ilişkin Warren (1972) tarafından farklı bir çalışma grubunda gerçekleştirilmiş araştırmada, üniversitede fen ve mühendislik alanında öğrenim gören öğrencilerden ısı ve iç enerji kavramlarını tanımlamaları ve bu kavramlar arasındaki ilişkiyi açıklamaları istenmiş ve öğrencilerin "iç enerjinin bir cismin sahip olduğu ısı miktarı" olduğunu düşündükleri tespit edilmiştir. Ancak bu düşüncenin bir kavram yanılgısı olduğu net olarak vurgulanmamıştır.…”

Section: Tartişma Ve Sonuçunclassified

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Fizik Öğretmen Adaylarının Isı, Sıcaklık ve İç Enerji ile ilgili Kavram Yanılgıları

GÜRÇAY¹,

GÜLBAŞ²

2016

HUJE

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ÖZ:Bu çalışmada, fizik öğretmen adaylarının ısı, sıcaklık ve iç enerji kavramları ile ilgili anlama düzeyleri ve kavram yanılgıları incelenmiştir. Araştırmaya Fizik Eğitimi Anabilim Dalı'nın 1, 2, 3, 4 ve 5. sınıflarında öğrenim gören toplam 89 fizik öğretmen adayı katılmıştır. Çalışmada, fizik öğretmen adaylarının ısı, sıcaklık ve iç enerji kavramları ile ilgili anlama düzeylerini ve kavram yanılgılarını belirlemek için Gülbaş (2013) tarafından geliştirilmiş olan üç-aşamalı "Isı, Sıcaklık ve İç Enerji Kavram Testi" (ISİEKT) kullanılmıştır. Araştırmada, fizik öğretmen adaylarının ISİEKT'deki üç-aşamalı sorulara verdikleri doğru cevapların ortalama yüzdesi sıcaklık ile ilgili sorular için %32, iç enerji ile ilgili sorular için %20, ısı ile ilgili sorular için %5 olarak belirlenmiştir. Öğretmen adaylarının ISİEKT'deki üç-aşamalı sorulara verdikleri kavram yanılgısı cevaplarının ortalama yüzdesi sıcaklık ile ilgili sorular için %12, iç enerji ile ilgili sorular için %12, ısı ile ilgili sorular için %47 olarak tespit edilmiştir. Araştırma sonuçları, fizik öğretmen adaylarının ısı kavramını anlama düzeyinin çok düşük olduğunu göstermiştir. Ayrıca, öğretmen adaylarının "iç enerjinin cismin sahip olduğu ısı miktarı" olduğuna ilişkin kavram yanılgılarının olduğu tespit edilmiştir.Anahtar sözcükler: Isı, sıcaklık, iç enerji, anlama düzeyi, kavram yanılgısı. ABSTRACT:In this study preservice physics teachers' understanding and misconceptions about heat, temperature and internal energy were investigated. A total of 89 preservice physics teachers who were first, second, third, fourth and fifth year students at Physics Education program, were participated in this study. The three-tier "Heat, Temperature and Internal Energy Concept Test" (HTIECT) which was developed by Gülbaş (2013) was used to determine preservice physics teachers' understandings and misconceptions about the concepts of heat, temperature and internal energy. In the study, the average percentage of the preservice physics teachers who gave correct answers to the three-tier questions in HTIECT was 32% for temperature questions, 20% for internal energy questions and 5% for heat questions. The average percentage of preservice physics teachers who gave misconception answers to the three-tier questions in HTIECT was 12% for temperature questions, 12% for internal energy questions and 47% for heat questions. The results of the study revealed that that preservice physics teachers' understandings about the concept of heat was very low. Moreover, it was determined that preservice teachers had the misconception that "internal energy is the amount of heat an object has".

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Section: Extended Abstractsupporting

confidence: 61%

Section: Extended Abstractsupporting

confidence: 61%

Section: Isı Sıcaklık Ve İç Enerji Ile Ilgili Kavram Yanılgılarıunclassified

Section: Tartişma Ve Sonuçunclassified

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Fizik Öğretmen Adaylarının Isı, Sıcaklık ve İç Enerji ile ilgili Kavram Yanılgıları

GÜRÇAY¹,

GÜLBAŞ²

2016

HUJE

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“…However, such an association is not aligned with disciplinary norms in physics, in which the energy associated with temperature is often termed "thermal energy" and in which the term heat refers to energy transfer from a body at higher temperature to one at lower temperature. Learners in our courses often use heat or "heat energy" to refer to a form of energy indicated by temperature (what we call thermal energy), rather than a transfer of energy driven by temperature difference (what we call heat) [2][3][4][5]. In characterizing learners' ideas, we sometimes adopt their language, even though it is canonically incorrect.…”

Section: Introductionmentioning

confidence: 99%

Productivity of “collisions generate heat” for reconciling an energy model with mechanistic reasoning: A case study

Scherr

Robertson

2015

Phys. Rev. ST Phys. Educ. Res.

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We observe teachers in professional development courses about energy constructing mechanistic accounts of energy transformations. We analyze a case in which teachers investigating adiabatic compression develop a model of the transformation of kinetic energy to thermal energy. Among their ideas is the idea that thermal energy is generated as a byproduct of individual particle collisions, which is represented in science education research literature as an obstacle to learning. We demonstrate that in this instructional context, the idea that individual particle collisions generate thermal energy is not an obstacle to learning, but instead is productive: it initiates intellectual progress. Specifically, this idea initiates the reconciliation of the teachers' energy model with mechanistic reasoning about adiabatic compression, and leads to a canonically correct model of the transformation of kinetic energy into thermal energy. We claim that the idea's productivity is influenced by features of our particular instructional context, including the instructional goals of the course, the culture of collaborative sense making, and the use of certain representations of energy.

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How do students in an innovative principle‐based mechanics course understand energy concepts?

2013

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We investigated students' conceptual learning of energy topics in an innovative college-level introductory mechanics course, entitled Matter & Interactions (M&I) Modern Mechanics. This course differs from traditional curricula in that it emphasizes application of a small number of fundamental principles across various scales, involving microscopic atoms, macroscopic deformable objects, and large-scale planetary systems. To best match the unique features of this course, a multiple-choice energy assessment was developed. We followed the development framework and explicitly delineated test purpose, scope, and specifications to guide the design, implementation and evaluation of the energy assessment. Also, particular attention was given to: (1) categorizing content and cognition levels and (2) determining reasoning steps of each test item-aspects that often were not explicitly addressed in designing prior concept assessments. We implemented the energy assessment as a written test before and after course instruction with M&I students at two research universities. Interviews were also conducted to explore students' reasoning in applying energy concepts. Results showed that positive change in student conceptual understanding after course instruction was significant on the entire assessment, on individual items, and on individual test objectives. Subsequent interviews further revealed that after instruction students could properly apply the Energy Principle and perform qualitative analysis without using formula sheets. However, students still showed difficulty in dealing with systems involving deformable objects. This study exemplifies practical means of establishing and evaluating key assessment features, provides evidence for the effectiveness of a principle-focused approach to physics learning, and offers useful implications for teaching energy topics. # 2013 Wiley Periodicals, Inc. J Res Sci Teach 50: 722-747, 2013 Keywords: introductory physics; college level; modern mechanics; assessment; energy Previous studies on teaching and learning of energy topics in introductory physics courses have revealed that students have serious difficulties with basic energy concepts. Students often confuse energy with force and power (Goldring & Osborne, 1994;Viennot, 1979), mistake work for force (Singh & Rosengrant, 2003), and use work, heat, and internal energy interchangeably (Loverude, Kautz, & Heron, 2002;Meltzer, 2004). Also, students have trouble determining the work done on an object, particularly the sign of the work. Beyond all these difficulties, students often fail to use the work-energy theorem in answering relevant questions (Lawson & McDermott, 1987;Pride, Vokos, & McDermott, 1998 Some scholarly discussions suggest students' conceptual deficiencies of energy concepts are due to at least two underlying causes. First, energy concepts at the introductory physics level are complex and difficult even for physics teachers to gain a clear understanding (Kemp, 1984;Warren, 1972). Besides the fact that energy, work,...

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The teaching of the concept of heat

Cited by 32 publications

References 1 publication

Fizik Öğretmen Adaylarının Isı, Sıcaklık ve İç Enerji ile ilgili Kavram Yanılgıları

Fizik Öğretmen Adaylarının Isı, Sıcaklık ve İç Enerji ile ilgili Kavram Yanılgıları

Productivity of “collisions generate heat” for reconciling an energy model with mechanistic reasoning: A case study

How do students in an innovative principle‐based mechanics course understand energy concepts?

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