Examining the Progression and Consistency of Thermal Concepts: A Cross-Age Study

Autor/inn/en	Adadan, Emine; Yavuzkaya, Merve Nur
Titel	Examining the Progression and Consistency of Thermal Concepts: A Cross-Age Study
Quelle	In: International Journal of Science Education, 40 (2018) 4, S.371-396 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1423711
Schlagwörter	Concept Formation; Heat; Scientific Concepts; Science Instruction; Grade 8; Grade 10; College Freshmen; Case Studies; Foreign Countries; Age Groups; Statistical Analysis; Scientific Literacy; Difficulty Level; Test Items; Thermodynamics; Climate; Science Curriculum; Factor Analysis; Goodness of Fit; Misconceptions; Turkey + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Hitze; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 08; 8. Schuljahr; Schuljahr 08; Studienanfänger; Case study; Fallstudie; Case Study; Ausland; Age grop; Altersgruppe; Statistische Analyse; Schwierigkeitsgrad; Test content; Testaufgabe; Thermodynamik; Klima; Faktorenanalyse; Missverständnis; Türkei
Abstract	This cross-sectional study examined how the progression and consistency of students' understanding of thermal concepts in everyday contexts changes across the grade levels. A total of 656 Turkish students from Grade 8 (age 13-14), Grade 10 (age 15-16), and the first year of college (age 19-20) participated in the study. The data were analysed using statistical procedures (descriptive and inferential). Findings indicated a substantial progression in the students' scientific understanding of thermal concepts across grade levels. In addition, the students' alternative conceptions about thermal concepts generally decreased in frequency across grade levels, but certain alternative conceptions were observed in every grade level to a similar extent. Even though the number of students who consistently used scientific ideas increased across grade levels, the number of students who consistently used non-scientific ideas decreased across grade levels. However, the number of students who used scientific and non-scientific ideas inconsistently generally increased as they progressed in the science curriculum. These findings can be associated with either fragmentation or alternative conceptions that result from the gradual enrichment processes students experience when they try to integrate scientific concepts into their conceptual frameworks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01