Arzu Kirman Bilgin, Sibel Er Nas, Tülay Şenel Çoruhlu


The purpose of this research is to investigate effects of the guiding materials developed based on the REACT teaching model relate to “heat-temperature” concepts in the conceptual understanding of students. The sample group of the study consists of 5th grade students selected from elementary school. A total of 56 (experiment group 27, control group 29) students from two classes have participated in the study. A quasi-experimental method has been used in this study. Experiment and control groups’ obtained test scores are measured before and after the intervention and these results are compared with each other. A concept test, an interview consisting of semi-structured questions and a drawing test, have been utilised in the research. While no significant difference (U=373.5; p>.05) has been found between the pre-test scores of the control group and experiment group students, a significant difference (U= 271.5; p<.05) has been found in favour of the experiment group in the post test. The materials prepared in accordance with the “The fire context” which was applied in the experiment group had positive effect in students’ conceptual understanding. 


Article visualizations:

Hit counter



conceptual understanding, fire context, heat, temperature


Alwan, A. A. (2011). Misconception of heat and temperature among physics students. Procedia Social and Behavioral Sciences, 12, 600–614.

Aydoğan, S., Güneş, B., & Gülçiçek. Ç. (2003). The misconceptions about heat and temperature. Gazi University Journal of Gazi Educational Faculty, 23 (2), 111–124 (In Turkish).

Barker, V., & Millar, R. (1999). Students’ reasoning about basic chemical reactions: what changes occur during a context-based post-16 chemistry course? International Journal Science Education, 21 (6), 645-665.

Barker, V., & Millar, R. (2000). Students' reasoning about basic chemical thermodynamics and chemical bonding: what changes occur during a context-based post-16 chemistry course?. International Journal of Science Education, 22 (11), 1171-1200.

Başer, M. & Çataloğlu, E. (2005). Effect of conceptual change oriented instruction on remediation of students' misconceptions related to heat and temperature concepts. Hacettepe University Journal of Education, 29, 43-52 (In Turkish).

Baser, M., & Geban, Ö. (2007). Effectiveness of conceptual change ınstruction on understanding of heat and temperature concepts. Research in Science & Technological Education, 25 (1), 115–133.

Bayram, G., & Kibar, F. S. (2014). Elementary science textbook 5. (Ankara: Sevgi Publishing)

Belt, S. T., Leisvik, M. J., Hyde, A. J., & Overton, T. L. (2005). Using a context-based approach to undergraduate chemistry teaching: A case study for introductory physical chemistry. Chemistry Education Research and Practice, 6 (3), 166-179.

Bennett, J., Hogarth, S., & Lubben, F. (2003). A systematic review of the effects of context-based and Science-Technology-Society (STS) approaches in the teaching of secondary science. (EPPI-Centre and University of York)

Carlton, K. (2000). Teaching about heat and temperature. Physics Education, 35 (2), 101–105.

CORD, (1999). Algebra 1: Mathematics in context. (South-Western Educational)

Crawford, M., & Witte, M. (1999). Strategies for mathematics: Teaching in context. Educational Leadership 57 (3), 34-38.

Ericson, G. L. (1979). Children’s conceptions of heat and temperature. Science Education, 63, 221- 230.

Ericson, G. L. (1980). Children viewpoints of heat: A second look. Science Education, 64, 223-236.

Gilbert, J. K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28 (9), 957-976.

Gilbert, J. K., Bulte, A. M., & Pilot, A. (2011). Concept development and transfer in context‐based science education. International Journal of Science Education, 33 (6), 817-837.

Gönen, S., & Akgün, A. (2005). The investigation of applicability of worksheet was developed about relationship between heat and temperature concepts. Electronic Journal of Social Sciences, 3 (11), 92–106.

Gurcay, D., & Gulbaş, E. (2015). Development of three-tier heat, temperature and internal energy diagnostic test. Research in Science & Technological Education, 33 (2), 197–217.

Hapkiewicz, A. (1992). Finding a list of science misconceptions. MSTA Newsletter, 38, 11-14.

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.

Hull, D. (1999). Teaching mathematics contextually, The cornerstone of tech prep. CORD Communications, Inc., Waco, Texas.

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.

Jones, M. G., Carter, G., & Rua, M. J. (2000). Exploring the development of conceptual change ecologies: communities of concepts related to convection and heat. Journal of Research in Science Teaching, 37, 139-159.

Kaptan, F., & Korkmaz, H. (2001). Primary school preservice teachers' misconceptions about heat and temperature in science teaching. Hacettepe University Journal of Education, 21, 59-65 (In Turkish).

Kasanda, C., Lubnen, F., Gaoseb, N., Kandjeo-Marenga, U., Kapenda, H., & Campbell, B. (2005). The role of everday context in learner-centred teaching: The practice in Namibian secondary schools. International Journal of Science Education, 27 (15), 1805-1823.

Kesidou, S., & Duit, R. (1993). Students' conceptions of the second law of thermodynamics. Journal of Research in Science Teaching, 30, 85-106.

King, D. T. (2009). Context-based chemistry: creating opportunities for fluid transitions between concepts and context. Teaching Science: The Journal of the Australian Science Teachers Association, 55 (4), 13-19.

King, D. T., Winner, E., & Ginns, I. (2011). Outcomes and implications of one teacher’s approach to context-based science in the middle years. Teaching Science, 57 (2), 26-30.

King, D., Bellocchi, A., & Ritchie, S. M. (2008). Making connections: learning and teaching chemistry in context. Research in Science Education, 38 (3), 365-384.

Lewis, E. L., & Linn, M. C. (1994). Heat energy and temperature concepts of adolescents, adults, and experts: Implications for curricular improvements. Journal of Research in Science Teaching, 31, 657-677.

Lubben, F., Netshisualu, T., & Campell, B. (1999). Students' use of cultural metaphors and their scientific understandings related to heating. Science Education, 83, 761-774.

Marek, E. A. (1986). They misunderstand, but they’ll pass. The Science Teacher, 32-35.

Maskill, R., & Pedrosa, H. (1997). Pupils’ questions, alternative frameworks and the design of science teaching. International Journal of Science Education, 19 (7), 781-799.

McDermott, L.C. (2003). Improving student learning in sciences. Physical Science News, 4 (2), 6–10.

Ministry of National Education, Board of Education (2013). Primary Schools (Primary and Elementary Schools) Science Curriculum. Ankara: MEB.

Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2010). Designing effective instruction. (6rd Edition). Wiley. com.

Navarra, A. (2006). Achieving pedagogical equity in the classroom. (Waco, Texas, USA: Cord Publishing)

Niaz, M. (2000). A framework to understand students’ differentiation between heat energy and temperature and its educational implications. Interchange, 31, 1-20.

Niaz, M. (2006). Can the study of thermochemistry facilitate students’ differentiation between heat energy and temperature?. Journal of Science Education and Technology, 15, 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, 284-302.

Ramsden, J. M. (1997). How does a context-based approach influence understanding of key chemical ideas at 16+?. International Journal of Science Education, 19 (6), 697-710.

Tanahoung C., Chitaree, R., & Soankwan, C. (2010). Probing Thai freshmen science students’ conceptions of heat and temperature using open-ended questions: A case study. Eurasian Journal of Physics and Chemistry Education, 2 (2), 82-94.

Tanahounga, C., Chitareeb, R., Soankwanb, C., Sharmac, M. D., & Johnstonc, I. D. (2009). The effect of ınteractive lecture demonstrations on students’ understanding of heat and temperature: A study from Thailand. Research in Science & Technological Education, 27 (1), 61-74.

Ünal, S., & Coştu, B. (2005). Problematic issue for students: Does it sink or float. Asia-Pasific Forum on Science Learning and Teaching, 6 (1), 1-16.

Uzoğlu, M., & Gürbüz, F. (2013). Using of writing letter to learn tasks in determination misconceptions of prospective science and technology teachers on subject heat and temperature. International Journal of Social Science, 6 (4), 501-517.

White, R.T., & Gunstone, R.F. (1992). Probing understanding. (Hong Kong: Graphicraftltd)

Whitelegg, E., & Parry, M. (1999). Real-life contexts for learning physics: Meanings, issues and practice. Physics Education, 34 (2), 68-72.

Wu, H. K. (2003). Linking the microscopic view of chemistry to real-life experiences: Intertextuality in a high-school science classroom. Science Education, 87, 868–891.

Yeo, S., & Zadnik, M. (2001). Introductory thermal concept evaluation: Assessing students’ understanding. The Physics Teacher, 39, 496–504.


  • There are currently no refbacks.





Copyright © 2015. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).