The impact of physical explanations on secondary students' knowledge acquisition in thermodynamics.

Autor/inn/en	Crossley, Antony; Starauschek, Erich
Titel	The impact of physical explanations on secondary students' knowledge acquisition in thermodynamics.
Quelle	Aus: Bruguière, Catherine (Hrsg.); Tiberghien, Andrée (Hrsg.); Clément, Pierre (Hrsg.): Ebook proceedings of the ESERA 2011 conference: Science learning and citizenship. Lyon, France: European Science Education Research Association (2012) part 3, S. 41-48 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-9963-700-44-8
Schlagwörter	Bildungsforschung; Empirische Forschung; Empirische Untersuchung; Sekundarstufe I; Schüler; Wissenserwerb; Erklärung; Fachdidaktik; Physikunterricht; Thermodynamik; Auswirkung; Süddeutschland
Abstract	In the process of science teaching, at some moment, some kind of explanation has to be given to the students. These explanations can vary in most different ways. One aspect is that different physical quantities can be used to explain the same phenomena. The objective of this research is to determine whether students' knowledge acquisition depends on the use of different physical quantities in the explanations. In principle an experimental comparative study with pre-post design and follow-up test with two student groups was chosen. One student group used the physical quantities temperature and entropy to learn basic thermodynamics. The other student group used the physical quantities temperature and thermal energy. [The authors] must note that an uncommon concept of entropy was taught, which is based on students' alternative frameworks and not on concepts of statistical physics. To minimize confounding of the results by, e.g. the teacher variable, a computer based learning environment was designed and administered to N=184 secondary students at the age of 14 to 16 years in southern Germany. Knowledge acquisition was measured with a paper-and-pencil test and evaluated statistically using analysis of variance and analysis of covariance, considering students' previous knowledge as a second independent variable. The students instructed with explanations using the physical quantities temperature and entropy have a significantly higher knowledge acquisition. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2015/3