The Importance of Language in Students' Reasoning About Heat in Thermodynamic Processes

Brookes, David T.; Etkina, Eugenia

doi:10.1080/09500693.2015.1025246

Cited by 43 publications

(40 citation statements)

References 42 publications

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“…Complementing the characterizations provided in that work , the authors believe the data presented in this article demonstrate a way to communicate abstract ideas by grounding them in experiences, specifically experimental methods. We propose that as disciplinary meaning‐making resources, experimental methods, and activities could serve as knowledge resources that help ground knowledge and reasoning about abstract concepts , and could influence how students conceptualize physical phenomena in the same way linguistic choices do . As stated by the textbooks reviewed here, biochemical knowledge advances in parallel with the development of biochemical techniques .…”

Section: Implications For Teaching and Learningmentioning

confidence: 99%

Using expert data to inform the use of research methods and representations to enhance biochemistry instruction and textbook design

Jeffery

Pelaez

Anderson

2019

Biochem Molecular Bio Educ

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Biochemistry textbooks often provide a disconnected, highly mathematical, and decontextualized treatment of thermodynamic and kinetic principles, which renders topics like protein folding difficult to teach. This is concerning given that graduates entering careers, like the pharmaceutical industry, must be able to apply such knowledge and related research methods to solve biochemistry research problems. Thus, it is essential that instructors have strategies to incorporate research methods and representations to help students understand the source of such scientific knowledge. Therefore, the goal of our work is to examine expert practice and use the findings to identify instructional strategies to incorporate more cutting-edge research and authentic ways of knowing into science classrooms and textbooks.Toward this goal, we examined how four scientists explain protein folding and dynamics research, focusing on the interaction of spoken language and representations, including gesture. Our analysis indicates that experts employ multiple representations and research methods to communicate how evidence can be used to understand phenomena. In contrast, textbooks explain what is known but seldom use representations to explain how it is known. Based on our findings, we suggest implications for instruction, including the design of textbooks, as well as potential instructional strategies to incorporate discussion of experimental methods and interpretation of representations during classroom activities.

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Section: Implications For Teaching and Learningmentioning

confidence: 99%

Using expert data to inform the use of research methods and representations to enhance biochemistry instruction and textbook design

Jeffery

Pelaez

Anderson

2019

Biochem Molecular Bio Educ

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“…• Reflecting on the role that language plays in student learning and making conscious choices of words and grammatical construction when talking about physics so as not to create confusion (for example, knowing that "heat" means different things in physics and in the daily life of students; or choosing the appropriate time to differentiate gravitational potential energy in an object from the energy of a system of gravitating objects, etc.) [89,103]. • Treating all students as capable of learning physics and contributing to the generation of physics knowledge (as opposed to treating learning physics as a weed-out competition) [104,105].…”

Section: Productive Physics Teacher Habits Informed By New Standardsmentioning

confidence: 99%

“…PSTs also need to understand student difficulties with specific terms (force, flux, heat, weight) that have a different meaning in everyday life compared to physics, and grammatical constructions that change the physics meaning of a concept (e.g., an object in a potential well) (see Refs. [89,103,130]).…”

Section: Knowledgementioning

confidence: 99%

Organizing physics teacher professional education around productive habit development: A way to meet reform challenges

Etkina

Gregorcic

Vokos

2017

Phys. Rev. Phys. Educ. Res.

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Extant literature on teacher preparation suggests that preservice teachers learn best when they are immersed in a community that allows them to develop dispositions, knowledge, and practical skills and share with the community a strong vision of what good teaching entails. However, even if the requisite dispositions, knowledge, and skills in pursuing the shared vision of good teaching are developed, the professional demands on a teacher's time are so great out of, and so complex during class time that if every decision requires multiple considerations and deliberations with oneself, the productive decisions might not materialize. We argue that the link between intentional decision making and actual teaching practice are teacher's habits (spontaneous responses to situational cues). Teachers unavoidably develop habits with practical experience and under the influence of knowledge and belief structures that in many ways condition the responses of teachers in their practical work. To steer new teachers away from developing unproductive habits directed towards "survival" instead of student learning, we propose that teacher preparation programs (e.g., in physics) strive to develop in preservice teachers strong habits of mind and practice that will serve as an underlying support structure for beginning teachers. We provide examples of physics teacher habits that are to be developed during the program, propose mechanisms for the development of such habits, and outline possible future research agendas around habits.

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“…Several studies reveal there are misconceptions related to the concept of heat. First , the misconception that heat is understood as a substance, possessed by high-temperature objects, which flows due to temperature differences (Alwan, 2011;Başer, 2006;Brookes & Etkina, 2015;Marcisz & Woien, 2010). Misconception is common because before knowing heat is one form of energy, in the 18 th century scientists considered heat to be a type of flow (called caloric) contained in every object and not visible to the human eye (Sunardi, Retno P., & Andreas B., 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Temperature microscopically as a representation of the average kinetic energy of each constituent particle, so that not a few students experience confusion to distinguish heat from internal energy and its relation to temperature (Leinonen, Asikainen, & Hirvonen, 2013). Heat is indeed energy, but not like kinetic energy or potential energy that can be possessed or stored by objects (Brookes & Etkina, 2015).…”

Section: Introductionmentioning

confidence: 99%

Students Misconception: The Developing of Socratic Dialogue Media on Temperature and Heat

et al. 2018

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<em>This purpose of this study is to improve media of Socratic dialogue that has been developed by the previous researcher and to determine the effect of the Socratic dialogue in enhance understanding of heat concept. As a result of prior research, showed students still have a misconception. Data collected from one institution of high school in Malang City using pre and posttest. Student’s conceptual changes that occur previous, during, after will be analyzed based on pretest and posttest scores and rethinking sequence of used record Socratic dialogue media. To explore more in-depth, the researcher conducted interviews with students on this concept. This result showed Socratic dialogue media could help students be aware mistakes or students become convinced if their opinion is correct. This study is important because it uses to improve student’s comprehension to move from the false toward the right concept. In some cases, the result of this study used for recovery and prevent to misconception. It can solve with appear cognitive conflict in the minds of students through Socratic dialogue.</em>

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The Importance of Language in Students' Reasoning About Heat in Thermodynamic Processes

Cited by 43 publications

References 42 publications

Using expert data to inform the use of research methods and representations to enhance biochemistry instruction and textbook design

Using expert data to inform the use of research methods and representations to enhance biochemistry instruction and textbook design

Organizing physics teacher professional education around productive habit development: A way to meet reform challenges

Students Misconception: The Developing of Socratic Dialogue Media on Temperature and Heat

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