Evaluation of Students’ Understanding of Thermal Concepts in Everyday Contexts
Evaluation of Students’ Understanding of Thermal Concepts in Everyday Contexts
复制标题
评估学生对日常环境中热概念的理解
DOI：
10.1080/09500693.2012.657714
复制
发表时间：
2012
影响因子：
2.3
通讯作者：
M. Zadnik
中科院分区：
文献类型：
--
作者：
Hye;D. Treagust;Shelley Yeo;M. Zadnik
本研究的目的是确定热概念评估问卷(TCE)的基本概念结构，该问卷是关于热、温度和热传递的日常环境的纸笔工具，调查学生在几个学年中对日常环境中的热概念的概念理解，并分析影响学生热概念理解的变量--学年、目前正在学习的理科和以前学习的热能理科。对515名10-12年级的韩国学生进行了TCE测试，该测试是在澳大利亚开发的，使用了学生从研究文献中得出的替代概念。概念结构包括四个组--传热和温度变化、沸腾、导热和平衡以及冻结和融化--使用了原始调查问卷26个项目中的19个。根据年级的不同，25%-55%的学生在日常生活中应用科学概念时遇到了困难。受教育年限、当前学习的科学科目和以前学习的物理科目与学生概念理解的发展相关，特别是在与传热学、温度标度、比热容、动态平衡和热力学有关的主题上。尽管学生在上学后的几年里确实提高了对概念的理解，但他们仍然难以将科学概念与他们在日常生活中的经历联系起来。这项研究说明了使用纸笔问卷来确定学生在日常生活中对热概念的理解的有效性，并为韩国学生在日常生活中的物理成绩提供了基线，这是韩国国家课程改革的目标之一。
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 contexts of heat, temperature, and heat transfer, to investigate students’ conceptual understanding of thermal concepts in everyday contexts across several school years and to analyse the variables—school year, science subjects currently being studied, and science subjects previously studied in thermal energy—that influence students’ thermal conceptual understanding. The TCE, which was administered to 515 Korean students from years 10–12, was developed in Australia, using students’ alternative conceptions derived from the research literature. The conceptual structure comprised four groups—heat transfer and temperature changes, boiling, heat conductivity and equilibrium, and freezing and melting—using 19 of the 26 items in the original questionnaire. Depending on the year group, 25–55% of students experienced difficulties in applying scientific concepts in everyday contexts. Years of schooling, science subjects currently studied and physics topics previously studied correlated with development of students’ conceptual understanding, especially in topics relating to heat transfer, temperature scales, specific heat capacity, homeostasis, and thermodynamics. Although students did improve their conceptual understandings in later years of schooling, they still had difficulties in relating the scientific concepts to their experiences in everyday contexts. The study illustrates the utility of using a pencil-and-paper questionnaire to identify students’ understanding of thermal concepts in everyday situations and provides a baseline for Korean students’ achievement in terms of physics in everyday contexts, one of the objectives of the Korean national curriculum reforms.