This research is aimed to know students" concept understanding profile on heat and temperature. This research is descriptive research using a qualitative approach. Subjects of this research are 10th-grade students in Surakarta in the academic year of 2016/ 2017. They represent high, medium, and low categorized school. Subject selection is based on the average score of physics at the latest four years. This research uses the question of extended response test through essay question. Before having given to the subjects, essay questions are validated by the experts. Based on the research result and the data analysis, students" concept understanding on heat and temperature as follows: (1) The average percentage of students" concept understanding at high categorized school is 60,66%, at medium categorized school is 51,47%, and at low categorized school is 48,83%, (2) Most students have misconception on basic concept of heat and temperature such as heat capacity, thermal conductivity, and expansion concept.

Heat and temperature are two central concepts in all studies of thermodynamics and thermochemistry. The analysis and understanding of the majority of physical and chemical phenomena depend mainly on a good understanding of these two concepts, especially when it comes to a study in both the microscopic and macroscopic registers. Practitioners in the teaching of physical sciences find that there are real difficulties for learners to understand the concepts of heat and temperature and to differentiate them. In this context, we aim to highlight the effect of the sequence, progression and continuity of the content of teaching guidelines, textbooks and school programs concerning these two concepts for each level of study, identify the difficulties teachers face when managing lessons in temperature and heat. This research seeks to answer the following problem: To what extent does the use of teaching instructions, curricula and textbooks contribute to constructing concepts in an orderly and progressive manner which contributes to improving teaching and understanding heat and temperature concepts and to distinguish them? In order to provide a solution to this problem, we have, on the one hand, conducted a documentary study to see to what extent the content of teaching guidelines and textbooks is respected and incorporated for the construction of cognitive concepts in the fields of heat and temperature according to school levels. On the other hand, we carried out a field study based on a diagnostic evaluation (supported by a scale) for three promotions of student teachers order to closely examine their level of knowledge regarding the two previous concepts, and to identify difficulties and obstacles. Some appropriate solutions have also been suggested.

This study aimed to determine the mastery of the concept of students on material temperature and heat. This research is a qualitative descriptive study. The research subjects were class XI students of school A Samarinda, school B Samarinda, school C Samarinda, and school D Samarinda. The data collection technique used was purposive sampling. Data on concept mastery was obtained using a multiple-choice test instrument totaling 24 items based on the revised bloom taxonomy indicator. The research results on mastering the concept of school A Samarinda at C1 level 79%, C2 level 67%, C3 level 63%, C4 level 63%, C5 level 57%, and C6 level 50%. Concept mastery of school B Samarinda at C1 level 83%, C2 level 68%, C3 level 56%, C4 level 56%, C5 level 55%, and C6 level 47%. Mastery of school C Samarinda concepts at C1 level 88%, C2 level 75%, C3 level 65%, C4 level 59%, C5 level 49%, and C6 level 38%. mastery of school D Samarinda concept at C1 level 86%, C2 level 68%, C3 level 61%, C4 level ...

The purpose of this study is to examine the process of conceptual change in which the heat concept has gone through in time and provide an analytical assessment. To this end, problem-based learning groups were formed with 13 sophomore university students. One of these students was selected and interviewed. The interviews were examined using the content analysis method, which is one of the qualitative analysis' methods. Grounded theory techniques were used to interpret the data. According to the results, the student had difficulties in distinguishing between heat and thermal energy. The student explained what heat is as "a type of energy stored in a matter" Asia-Pacific Forum on Science Learning and Teaching, Volume 19, Issue 1, Article 14, p.2 (Jun., 2018) Hasan Sahin KIZILCIK and Mustafa TAN A qualitative research of the conceptual learning process of the heat concept Copyright (C) 2018 EdUHK APFSLT. Volume 19, Issue 1, Article 14 (Jun., 2018). All Rights Reserved. an...

Heat Conduction is a scientific concept that related to daily life. Learning about heat conduction is usually only discussed at the macroscopic level, whereas at the sub-microscopic level never be a concern from elementary students until to the teachers. This study aims to identify the effect of using Conceptual Change Text on the teacher's representation on the heat conduction concept. A quasi-experimental method using a one-group pretest-posttest design was used in this study. The instrument was a diagnostic test, the data were analyzed from the comparison of participants' representations (5 elementary teachers) before and after treatment, the results showed that teacher representation was better after treatment. This research also reinforces that the representation of the sub-microscopic level is an important aspect of the learning process. Science learning needs to be developed and equipped up to the sub-microscopic level both verbal or visual to make science lessons mo...

In the domain of research on physics education, results on students' conceptions show difficulties in physics learning. This paper aims to propose theoretical elements to interpret such learning difficulties related to physics teaching in the case of heat and temperature. Sections in this paper include: (1) Introduction; (2) Epistemological analysis of the evolution of physics; (3) The learner's modeling of the physical world; (4) Elaboration of students' knowledge structure; (5) Structure of physics knowledge to be taught; and (6) Evolution of students' knowledge structure with teaching. (PR) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** SYMPOSIUM : More on heat and temperature: recent advances in our understanding of conceptual change in the domain of physics ANALYSIS OF LEARNING I...