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Abstract Title: Problematizing "cold" with K12 Science Teachers
Abstract: In the MainePSP*, we have observed students improve the way they analyze thermal energy after instruction. Still, many of them continue to use the idea that "coldness" transfers. Past researchers have identified that cold is commonly perceived as a separate heat energy. Nevertheless, we have not found specific activities to address this idea. We present the analysis of a collaborative session among K-12 teachers who were trying to analyze how to address coldness in the classroom. During the sessions, teachers got to model the energy in different scenarios, including an object in room temperature interacting with snow. The teachers' models show different approaches to consider the transfer of thermal energy. Engaging teachers in these activities led to additional insights and questions about how to convincingly address students' observable experience, that coldness transfers, using a thermal energy model.
* Funded in part by NSF MSP 0962805 and DRL 1222580.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Carolina Alvarado
University of Maine
5727 Estabrooke Hall
RiSE center
Orono, ME 04469
Phone: 2075814667
and Co-Presenter(s)
Michael C. Wittmann
University of Maine

Adam Z. Rogers
University of Maine

Laura  Millay
University of Maine

Contributed Poster

Contributed Poster: Download the Contributed Poster