Probing Thai freshmen Science Students’ Conceptions of Heat and Temperature Using Open-ended questions: A case study
Keywords:Conceptions, Heat and Temperature, Open-Ended Question
The purpose of this study was to investigate the alternative conceptions held by Thai first year science students. A total of 334 first year science students have been tested before the regular first year university instruction on the thermal physics topic began. The first open-ended question for investigating students’ conceptions on term temperature, heat, latent heat, specific heat capacity and thermal equilibrium. The second open-ended question for investigating level of students’ conceptions of heat conduction. Students’ conceptions in each concept were identified into different categories and levels of understanding. The study showed that students’ written responses have some common specific misconceptions and different levels of understandings. Most students were unable to offer a correct reason for their answers. The results of this study may imply the teaching style in Thai high schools that may be problematic. In addition, the students’ misconceptions found could be used as a guide for developing proper teaching methods on the introductory physics course especially in the topic of thermal physics.
Abraham, M. R., Grzybowski, E. B., Renner, J. W., & Marek, E. A. (1992). Understanding and misunderstanding of eight graders of five chemistry concepts found in textbooks. Journal of Research in Science Teaching, 29(2), 105-120.
Abraham, M. R., Williamson, V. M., & Westbrook, S. L. (1994). A cross-age study of the understanding of five chemistry concepts. Journal of Research in Science Teaching, 31(2), 147-165.
Ali, E. (2002). Effects of conceptual assignments and conceptual change discussions on students' misconceptions and achievement regarding force and motion. Journal of Research in Science Teaching, 39(10), 1001–1015.
Ayas, A. (1993). A study of teachers' and students' view of the upper secondary curriculum and students' understanding of introductory chemistry concepts in the east black-sea region of Turkey. Unpublished Doctoral Dissertation. UK: University of Southampton.
Confrey, J. (1990). A review of research on student conceptions in mathematics, science, and programming. In C. Cazden (Ed.), Review of Research in Education, 16 (pp. 3-56). Washington: American Educational Research Association.
Carlton, K. (2000). Teaching about heat and Temperature. Physics Education, 35(2), 101.
Costu, B. & Ayas, A. (2005). Evaporation in different liquids: secondary students’ conceptions. Research in Science & Technological Education, 20(1), 75-97.
Duit, R., & Treagust, D. F. (1998). Learning in Science: From behaviorism towards social constructivism and beyond. In B. J. Fraser, K. G. Tobin. (Eds.), International Handbook of Science Education (pp. 3-25). Dordrecht, The Netherlands: Kluwer Academic Press.
Evaluation Instruments. (September 2010). Retrieved on September 17, 2010, From http://modeling.asu.edu/R&E/Research.html.
Geraedts, C. L., & Boersma, K. T. (2006). Reinventing natural selection. International Journal of Science Education, 28(8), 843–870.
Gönen, S., & Kocakaya, S. (2010). A cross-age study: A Cross-Age Study on the Understanding of Heat and Temperature. Eurasian Journal of Physics and Chemistry Education, 2(1), 1-15.
Harrison, A. G., Grayson, D. J., & Treagust, D. F (1999). Investigating a grade 11 student's evolving conceptions of heat and temperature. Journal of Research in Science Teaching, 36(1), 55-87.
Jara-Guerrero, S. (1993). Misconceptions on heat and temperature. Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, Misconceptions Trust, Cornell University, Ithaca, NY, USA.
Jasien, P. G., & Oberem, G. E. (2002). Understanding of elementary concepts in heat and temperature among college students and K-12 teachers. Journal of Chemical Education, 79(7), 889-895.
Johnstone, A. H., Macdonald, J. J., & Webb. G. (1977). Misconceptions in school thermodynamics. Physics Education, 12(4), 248-251.
Knight, R. D. (2004). Five Easy Lessons Strategies for Successful Physics Teaching. San Francisco, USA: Addison Wesley Press.
Lewis, E. L., & Linn, M. C. (2003). Heat energy and temperature concepts of adolescents, adults, and experts: Implications for curricular improvements, Journal of Research in Science Teaching, 40(S1), S155-S175.
Luera, G. R., Otto, C. A., & Zitzewitz, P. W. (2006). Use of the Thermal Concept Evaluation to Focus Instruction. The Physics Teacher, 44(3), 162-166.
McDermott, L.C., & Redish, E.F. (1999). RL-PR1: Resource Letter on Physics Education Research. American Journal of Physics, 67(9), 755–767.
Ministry Of Education [MOE] (2001) The Curriculum A. D. (2001) (Bangkok: the Institute for the Promotion of Teaching Science and Technology, Ministry of Education).
Niaz, M. (2006). Can the study of thermochemistry facilitate students’ differentiation between heat energy and temperature?. Journal of Science Education and Technology, 15(3), 269-276.
Paik, S. H., Cho, B. K., & Go, Y. M. (2007). Korean 4- to 11-year-old student conceptions of heat and temperature. Journal of Research in Science Teaching, 44(2), 284–302.
Sozbilir, M. (2003). A review of selected literature on students’ misconceptions of heat and temperature, Boğaziçi University Journal of Education, 20(1), 25-41.
Thomas, P. L., & Schwenz, R. W. (1998). College physical chemistry students’ conceptions of equilibrium and fundamental thermodynamics. Journal of Research in Science Teaching, 35(10), 1151–1160.
White, R., & Gunstone, R. (1992). Probing understanding. London: Falmer Press.
Yeo, S., & Zadnik, M. (2001). Introductory thermal concept evaluation: assessing students' understanding. Physics Teacher, 39(8), 496-504.
How to Cite
Copyright © Authors