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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.
Educational Research and Reviews
The effect of fire context on the conceptual understanding of students: expansion-contraction2016 •
New Physics: Sae Mulli
An Exploration of Students??Conceptual Resource in Learning Heat and TemperatureJournal of Education and Learning (EduLearn)
Profile Analysis of Students' Concept Understanding on Heat and TemperatureThis 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.
International Journal of STEM Education for Sustainability
Analysis of High School Students' Conceptual Understanding of Physics on Temperature and Heat ConceptsThis 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 ...
2018 •
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...
Procedia - Social and Behavioral Sciences
Progression or regression? Children's understanding of the heat concept from primary to secondary school2010 •
Jurnal Pendidikan Fisika Indonesia
Conceptual Change Texts to Improve Teachers’ Misconception at Verbal and Visual Representation on Heat Conduction Concept2020 •
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...
1993 •
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...
International Journal of Innovation and Learning
Effect of conceptual change text approach on removal of students' misconceptions about heat and temperature2012 •
TMYS Review June 2020 - Digital Quarterly for Humanities
The Struggle for Individuality: Fighting Gender Conformities – Changing Stereotypes and Perspectives.2020 •
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ScienceRise: Pedagogical Education
Thesaurus of investigation of professional fitness trainers' training in the higher educational institution2016 •
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Clinical Significance of Helicobacter pylori Infection on Psoriasis Severity2021 •
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Prosiding Seminar Nasional Pendidikan KALUNI
PREFERENSI SISWA TERHADAP BUKU TEKS BIOLOGI: CETAK atau DIGITAL2019 •
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Determination of Biotin and Folate in Infant Formula and Milk by Optical Biosensor-Based Immunoassay2000 •
Contemporary Educational Technology
Effectiveness of In-Service Elementary School Teacher Professional Development MOOC: An Experimental Research2021 •
Retinal Cases & Brief Reports
Peculiarities of Vitrectomy and Morphologic Changes in the Epiretinal Membrane After Intravitreal Aflibercept in Patients with Severe Proliferative Diabetic Retinopathy2017 •
BMC Psychiatry
Development of Chinese mental health first aid guidelines for psychosis: a Delphi expert consensus study2020 •
Linguagens, Educação e Sociedade
Mapeamento Da Produção Científica Sobre O Exercício De Professores Homens Na Educação Infantil (2010-2020)Folia Neuropathologica
Blood vessel ultrastructural picture in a CADASIL patient diagnosed at an advanced age2014 •
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Justicia anselliana(Nees) T. Anders Essential Oils Compounds and Allelopathic Effects on CowpeaVigna unguiculata(L.) Walp Plant2009 •
Global Journal of Business, Economics and Management: Current Issues
An investigation of design management applications in the textiles and apparel industriesBiogeosciences Discussions
Age structure, carbonate production and shell loss rate in an Early Miocene reef of the giant oyster Crassostrea gryphoides2015 •
Infection and Immunity
Adenosine 3',5'-cyclic monophosphate in Vibrio cholerae1975 •