A Cross-Age Study on the Understanding of Heat and Temperature

Abstract

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.

Profil Penguasaan Konsep Siswa SMA pada Materi Suhu dan Kalor

“…Hal ini menunjukkan bahwa siswa masih mengalami kesulitan dalam memahami faktor-faktor yang dapat mempengaruhi perubahan suhu suatu benda. Siswa masih beranggapan bahwa suhu suatu benda tergantung pada ukuran benda (Budiarti et al, 2017;de Berg, 2008;Gönen & Kokaya, 2010).…”

“…Siswa beranggapan bahwa ketika suatu benda mengalami perubahan wujud, maka benda tersebut juga mengalami perubahan suhu (Maunah, 2014). Selain itu, siswa juga beranggapan bahwa ukuran benda dapat mempengaruhi suhu benda tersebut (Budiarti et al, 2017;de Berg, 2008;Gönen & Kokaya, 2010).…”

College Students’ Conceptual Understanding of Force and Motion: Research Focus on Resource Theory

“…On the other hand, based on the reasons given by students, we can categorize the understanding into sound understanding (SU), partial understanding (PU), partial understanding with specific misconceptions (PUSM), specific misconceptions (SM) and not understanding (NU) [14,15]. By categorizing student understanding, we will get more detailed information regarding the level of student understanding.…”

Students Mental Models about the SuspendingObjects in Static Fluid

“…The study revealed that students have various alternative conceptions and mental models that are not in line with scientific explanations. Studies in the other fields of science that applied cross-sectional approach include Coll & Treagust (2003), Gönen & Kocakaya (2010), Kurnaz & Eksi (2015), Lin (2017), Sahin et al (2008), Vosniadou & Brewer (1992), and Vosniadou & Ioannides (1998).…”