PERC 2022 Abstract Detail Page
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| Abstract Title: | Identifying student resources for reasoning microscopically about heat and temperature |
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| Abstract Type: | Contributed Poster Presentation |
| Abstract: | We identify three conceptual resources that introductory physics students in our sample commonly use when reasoning microscopically about thermal physics topics: 1) differences will eventually even out, 2) macroscopic changes connect to microscopic collisions, and 3) when something is hotter (colder), its molecules are moving faster (slower). We report the prevalence of these resources, as well as the prevalence of microscopic thinking, in 624 written responses to three different heat and temperature questions administered to introductory physics students at four different colleges and universities. This work complements past research identifying common student difficulties in using microscopic models for heat and temperature, and it adds to the small but growing body of literature that focuses on student resources for heat and temperature, identifying ideas in student thinking that are sensible and continuous with formal physics. By reporting common student resources, we aim to assist instructors in noticing, appreciating, and building on student ideas during introductory thermal physics instruction. |
| Footnote: | This work was supported in part by National Science Foundation grants 1914572 & 1914603. |
| Session Time: | Poster Session 1 |
| Poster Number: | I-32 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Anne T. Alesandrini University of Washington Seattle Seattle, WA 98102 |
| Co-Author(s) and Co-Presenter(s) |
Tra Huynh (she/her), University of Washington Bothell Lauren C. Bauman (she/her), University of Washington Seattle Amy D. Robertson (she/her), Seattle Pacific University |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
