A Conceptual Change Model for Teaching Heat Energy, Heat Transfer and Insulation

Autor/in	Lee, C. K.
Titel	A Conceptual Change Model for Teaching Heat Energy, Heat Transfer and Insulation
Quelle	In: Science Education International, 25 (2014) 4, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1450-104X
Schlagwörter	Preservice Teachers; Elementary School Science; Science Education; Misconceptions; Heat; Energy; Scientific Concepts; Concept Formation; Interviews; Experiments; Pretests Posttests; Measures (Individuals); Elementary School Students; Grade 4; Comparative Analysis; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Missverständnis; Hitze; Energie; Concept learning; Begriffsbildung; Interviewing; Interviewtechnik; Erprobung; Messdaten; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	This study examines the existing knowledge that pre-service elementary teachers (PSETs) have regarding heat energy, heat transfer and insulation. The PSETs' knowledge of heat energy was initially assessed by using an activity: determining which container would be best to keep hot water warm for the longest period of time. Results showed that PSETs could not explain the concept of insulation and heat transfer. Moreover, they held the misconception that a container deemed best to keep water warm would not be the best container to keep ice cream cold. To reconcile the misconceptions of PSETs, the researcher used the ED3U Conceptual Change Model (McComas, 1995) integrated with Posner, Strike, Hewson and Gertzog's (1982) conditions for accommodations for the designed instruction and discussions. Results show PSETs can understand the concepts better when analogy and daily life experiences are used. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01