Literaturnachweis - Detailanzeige
Autor/inn/en | Crossley, Antony; Starauschek, Erich |
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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 (1); PDF als Volltext (2) |
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 |