The Use and Misuse of the Word "Heat" in Physics Teaching

Zemansky, Mark W.

doi:10.1119/1.2351512

Cited by 32 publications

(22 citation statements)

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“…The difficulty in understanding the meaning of the relatively huge number of abstract concepts, such as heat, energy, temperature, specific heat and bond energy (Spice 1966, Zemansky 1970, Erickson 1976, Karplus 1977, Strauss 1977, Treptow 1978, Anderson 1980, McCullough 1980, Rosenquist et al 1982, Hewson and Hamlyn 1984, Gayford 1986. The molecular-level explanation needed to understand these concepts is not easy for most students.…”

Section: Introductionmentioning

confidence: 96%

Improving student achievement in the topic of chemical energy by implementing new learning materials and strategies

Cohen

Ben‐Zvi

1992

International Journal of Science Education

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In order to reduce difficulties and misconceptions in the topic of chemical energy, a new learning package was developed and implemented in Israeli high-school classes. The implementation was based on a variety of learning activities which optimized students' involvement in the learning process. Two experimental groups, which differed in the sequence of these learning activities, and a control group participated in the study. The results enabled us to draw conclusions about the advantages of the learning package, and about the effectiveness of the different learning activities according to students' ability. IntroductionMany cognitive learning difficulties arise in the study of chemical energy by chemistry students in high school, which cause serious misconceptions. The main problems are the following:

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Section: Introductionmentioning

confidence: 96%

Improving student achievement in the topic of chemical energy by implementing new learning materials and strategies

Cohen

Ben‐Zvi

1992

International Journal of Science Education

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“…Americký fyzik Mark W. Zemansky identifikoval tři běžné chyby v chápání tepla a používání příslušného termínu "heat" (Zemansky, 1970):…”

Section: Přetrvávající Nejednoznačnost V Pojmech a Terminologiiunclassified

Miskoncepce ve fyzice vlivem historického vývoje fyzikálních pojmů a terminologie

Miléř¹

2017

11. Mezinárodní Vědecká Konference. Didaktická Konference 2017. 11th International Scientific Conference. Didactic Conference 2

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“…He cautions against using the term heat as a verb [15]. Zemansky is content to accept using heat as a noun as long as it is clear that the term refers to the name of a process whereby energy is transferred into or out of a system.…”

Section: Theoretical Foundationmentioning

confidence: 99%

Concerning Scientific Discourse about Heat

Brookes

Horton

Heuvelen

et al. 2005

AIP Conference Proceedings

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We aim to examine communication in physics from a linguistic perspective and suggest a theoretical viewpoint that may enable us to explain and understand many physics students' alternative conceptions. We present evidence, in the context of the concept of heat, that physicists seem to speak and write about physical systems with a set of one or more systematic metaphors that are well understood in their community. We argue that physics students appear to be prone to misinterpreting and overextending the same metaphors and that these misinterpretations exhibit themselves as students' alternative conceptions. We will analyze physicists' discourse about heat and present evidence of a connection between students' alternative conceptions and the possibility that they are misinterpreting the language that they read and hear.

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The Use and Misuse of the Word "Heat" in Physics Teaching

Cited by 32 publications

References 0 publications

Improving student achievement in the topic of chemical energy by implementing new learning materials and strategies

Improving student achievement in the topic of chemical energy by implementing new learning materials and strategies

Miskoncepce ve fyzice vlivem historického vývoje fyzikálních pojmů a terminologie

Concerning Scientific Discourse about Heat

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