Assessing students conceptual understanding of heat and temperature

Date of Publication

2005

Document Type

Master's Thesis

Degree Name

Master of Education Major in Physics

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Adviser

Lydia S. Roleda

Defense Panel Member

Reuben V. Quiroga
Robert C. Roleda

Abstract/Summary

This research aimed to probe the students conceptions on heat and temperature of fourth year special science class students of Tarlac National High School. The researcher used the modified 20-item open-ended Thermal Concept Evaluation (TCE) as an instrument to draw out responses both written, and oral. In order to verify and provide profundity on the written responses of the respondents, an unstructured interview was conducted. A total of forty (40) fourth year special science class students served as respondents. The special science class curriculum is a science and mathematics oriented class, which offers elective science subjects.

The results revealed that all of the students who took the TCE test were under the category of caloric viewpoint which their scores were below 75%. The prevalent misconceptions among the respondents were (a) heat is a substance, (b) Non-living things have no temperature., (c) Temperature could be transferred., (d) Bubbles in boiling water contains air, carbon dioxide, oxygen and hydrogen., and (e) A metal has the ability to absorb cold and heat.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG006196

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer optical disc ; 4 3/4 in.

Keywords

Heat; Temperature

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