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Results #1-#10 of 20
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Exploring student conceptual resources about heat and temperature 
  
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Y. Abraham, M. Valentin, B. Hansen, L. Bauman, and A. Robertson, PERC 2021 Proceedings, 21-26.
Previous literature about students’ understanding of heat and temperature primarily emphasizes students’ misunderstandings of canonical physics concepts. In our study, we used a…
https://www.per-central.org/document/ServeFile.cfm?ID=15719&DocID=5453
Physical Review Physics Education Research
Investigating graduate student reasoning on a conceptual entropy questionnaire 
  
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N. Crossette, M. Vignal, and B. Wilcox, Phys. Rev. Phys. Educ. Res., 17 (2), 020119 (2021).
Student learning in upper-division thermal physics has not been studied to the same extent as in other courses like electromagnetism and quantum mechanics. Studies addressing…
https://doi.org/10.1103/PhysRevPhysEducRes.17.020119
International Journal of Science Education
The Importance of Language in Students' Reasoning About Heat in Thermodynamic Processes 
  
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D. Brookes and E. Etkina, Int. J. Sci. Educ., 37 (5-6), 759-779 (2015).
Researchers believe that the way that students talk, specifically the language that they use, can offer a window into their reasoning processes. Yet the connection between what…
https://doi.org/10.1080/09500693.2015.1025246
International Journal of Science Education
Evaluation of Students’ Understanding of Thermal Concepts in Everyday Contexts 
  
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H. Chu, D. Treagust, S. Yeo, and M. Zadnik, Int. J. Sci. Educ., 34 (10), 1509-1534 (2012).
The aims of this study were to determine the underlying conceptual structure of the thermal concept evaluation (TCE) questionnaire, a pencil-and-paper instrument about everyday…
https://doi.org/10.1080/09500693.2012.657714
Surveying Thai and Sydney introductory physics students’ understandings of heat and temperature 
  
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C. Tanahoung, R. Chitaree, C. Soankwan, M. Sharma, and I. Johnston, The Australian Conference on Science and Mathematics Education, 190-194 (2006).
In 2005 a project was undertaken at Mahidol University of Thailand. The aim of the project was to measure introductory students’ conceptual understanding of heat and temperature. In…
https://openjournals.library.sydney.edu.au/index.php/IISME/article/downl...
Problematizing "cold" with K12 Science Teachers 
  
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C. Alvarado, M. Wittmann, A. Rogers, and L. Millay, PERC 2016 Proceedings, 32-35.
In the Maine Physical Sciences Partnership (MainePSP), we have observed that students improve the way they analyze thermal energy after instruction. Still, many of them continue to…
https://www.per-central.org/document/ServeFile.cfm?ID=14187&DocID=4539
Identifying student resources for reasoning microscopically about heat and temperature 
  
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A. Alesandrini, T. Huynh, L. Bauman, and A. Robertson, PERC 2022 Proceedings, 37-43.
We identify three conceptual resources that introductory physics students in our sample commonly use when reasoning microscopically about thermal physics topics: 1) differences will…
https://www.per-central.org/document/ServeFile.cfm?ID=16206&DocID=5575
Student reasoning about multivariable covariation in thermodynamics 
  
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P. Emigh, R. Siegel, J. Alfson, and E. Gire, PERC 2019 Proceedings, 153-158.
Understanding how quantities in multivariable relationships covary is crucial for studying thermodynamics. To study how students reason about multivariable covariation, we asked…
https://www.per-central.org/document/ServeFile.cfm?ID=15270&DocID=5181
Modifying the Thermodynamic Concept Survey: Preliminary results 
  
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P. Barniol and G. Zavala, PERC 2017 Proceedings, 48-51.
The Thermodynamic Concept Survey is a multiple-choice test used in the Physics Education Research community. Analyzing this survey, we detected two issues that made it difficult to…
https://www.per-central.org/document/ServeFile.cfm?ID=14567&DocID=4744
Using multiple survey questions about energy to uncover elements of middle school student reasoning 
  
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M. Wittmann, A. Rogers, C. Alvarado, J. Medina, and L. Millay, PERC 2017 Proceedings, 440-443.
One power of middle school physics teaching is its focus on conceptual understanding, rather than mathematical modeling. Teaching energy in middle school allows one to focus on the…
https://www.per-central.org/document/ServeFile.cfm?ID=14664&DocID=4841
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Results #1-#10 of 20