The Relationship between Teacher Content and Pedagogical Content Knowledge and Student Content Knowledge of Heat Energy and Temperature (original) (raw)
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Teacher Knowledge and Representation of Content in Instruction about Heat Energy and Temperature
1993
Pedagogical content knowledge, the content-specific knowledge which embodies the aspects of content most germane to its teachability and which is most likely to distinguish the understanding of the content specialist from the pedagogue. has been widely regarded as important for effective teaching of complex subject matter such as science. This paper focuses on one aspect of pedagogical content knowledge, topic-specific pedagogical strategies, and describes a framework for categorizing the strategies on the basis of how the subject matter is represented. The research was conducted in the context of a large teacher enhancement project which enabled experienced teachers to use microcomputer-based laboratories to help students develop scientific knowledge of heat energy and temperature. The conceptual analysis undertaken in this study demonstrates the utility of a conceptual analysis of instructional activities with respect to representation of content, allows comparison of instructional activities that may be very different contextually, and may provide a framework for conceiving new activities that are powerful representations of the content. Results indicate that teachers did not appear to have differentiated knowledge of instructional tasks with respect to the distinction between heat energy and temperature. Implications for teacher preparation are also discussed. (Contains 31 references.) (JRH)
International Journal of Research in Education and Science
The aim of this study is to examine the "Knowledge of Student Understanding (KSU)” of pre-service science teachers on "Heat and Temperature" topics. The sample of the research consists of 268 pre-service teachers studying at the 4th grade in the science teaching program of five different universities in Turkey. This research is a case study. The data of the study are collected with "Student Thinking Comprehension Test” and "Interview Form". "Scoring Rubrics for Knowledge of Student Thinking" and "Rubric for Analysis of Interviews" are used for the analysis of data. The data of the research are analyzed descriptively on the basis of these rubrics. The results of the study reveal that the vast majority of pre-service science teachers cannot effectively diagnose the student’s inaccurate knowledge that emerges in solving specific problems in “Heat and Temperature” topics. In addition, it is shown that the majority of pre-service science ...
Assessment of Learners' learning about Temperature and Heat concepts
Heat and temperature are two central concepts in all studies of thermodynamics and thermochemistry. The analysis and understanding of the majority of physical and chemical phenomena depend mainly on a good understanding of these two concepts, especially when it comes to a study in both the microscopic and macroscopic registers. Practitioners in the teaching of physical sciences find that there are real difficulties for learners to understand the concepts of heat and temperature and to differentiate them. In this context, we aim to highlight the effect of the sequence, progression and continuity of the content of teaching guidelines, textbooks and school programs concerning these two concepts for each level of study, identify the difficulties teachers face when managing lessons in temperature and heat. This research seeks to answer the following problem: To what extent does the use of teaching instructions, curricula and textbooks contribute to constructing concepts in an orderly and progressive manner which contributes to improving teaching and understanding heat and temperature concepts and to distinguish them? In order to provide a solution to this problem, we have, on the one hand, conducted a documentary study to see to what extent the content of teaching guidelines and textbooks is respected and incorporated for the construction of cognitive concepts in the fields of heat and temperature according to school levels. On the other hand, we carried out a field study based on a diagnostic evaluation (supported by a scale) for three promotions of student teachers order to closely examine their level of knowledge regarding the two previous concepts, and to identify difficulties and obstacles. Some appropriate solutions have also been suggested.
Teachers, pre-service teachers, and students understanding about the heat conduction
Journal of Physics: Conference Series, 2019
The purpose of this study is to analyze teachers, pre-service teachers, and students conceptual understandings related to heat conduction in macroscopic and sub-microscopic (verbal and visual). This description research involves 15 teachers, 33 pre-service teachers, and 39 students. Data were collected by using a conceptual understanding diagnostic test. The result shows that almost the participants know about the macroscopic level. However, most of them have a few understanding at the sub-microscopic level in verbally and no one of them can draw or represent the scientific conception about the sub-microscopic level. This study suggested that the sub-microscopic level of the science concepts must be learned and taught to students to make science more easy to understand and explained.
1994
This paper describes the analysis of teacher pedagogical content knowledge for the topics of heat, energy, and temperature. The results of the study of these (n=6) 7th and 8th grade teachers indicate that teachers may be weak in this type of knowledge despite their experience and pedagogical expertise. Specific information is provided about existing and desired pedagogical content knowledge for this topic area, thereby identifying knowledge that can help teachers be more effective at facilitating the development of scientific knowledge, and alerting teacher educators to possible areas of weakness. In addition, the conceptual schemes that were used to identify teacher pedagogical content knowledge provides information that can be useful for conceptually framing analyses of this type of knowledge for other areas which is of immediate advantage to researchers, and of eventual benefit t , teachers and teacher educators as this type of knowledge is catalogued and shared. Teacher reports of their instruction indicate that the knowledge evident in their interview was not necessarily emplcyed in their teaching. This discrepancy indicates that the complexity of how teacher knowledge translates into instructional actions and points to the need for investigation of teacher knowledge and decision-making in all phases of teaching.
Analysis of Learning in the Case of a Teaching on Heat and Temperature
1993
In the domain of research on physics education, results on students' conceptions show difficulties in physics learning. This paper aims to propose theoretical elements to interpret such learning difficulties related to physics teaching in the case of heat and temperature. Sections in this paper include: (1) Introduction; (2) Epistemological analysis of the evolution of physics; (3) The learner's modeling of the physical world; (4) Elaboration of students' knowledge structure; (5) Structure of physics knowledge to be taught; and (6) Evolution of students' knowledge structure with teaching. (PR)
Unnes Science Education Journal, 2021
Learners bring various misconceptions to class. The study explored learners' misconception prevalence about heat and temperature among Grade nine Natural Sciences learners. A single case study design with 30 Grade nine learners from one secondary school in Magatle Circuit. The Heat and Temperature Concept Questionnaire (HTCQ) was used to elicit learners' misconceptions. For each questionnaire item, percentage frequencies of incorrect, correct, and unanswered responses were calculated. The overall prevalence of misconceptions regarding heat and temperature among learners ranged from 40 to 93% (Mean 68.0% SD = 6.3), with the highest prevalence in thermal dynamic questions. The correct responses ranged from 0 to 57% (Mean = 25.1, SD = 7.1) where most learners scored between 20-30%, while unanswered questions ranged from 0 to 13% (Mean = 6.9, SD = 1.3). These results show a high prevalence of misconceptions. They could not explain how heat travels within molecules of different objects because of the lack of a link between every knowledge and school science. The findings of this study have several implications for classroom planning, teaching, and the designing of learning materials.
Teachers’ Misconceptions in Science: Implications for Developing a Remedial Teacher Training Program
Global Social Sciences Review, 2019
This study is designed to investigate future teachers’ misconceptions in heat and temperature concepts. The objectives of the study were to find out (i) misconceptions of future teachers in concepts of heat and temperature, (ii) to develop a counteractive teacher-training program for certain misconceptions and (iii) to establish the efficiency of treatment. The study sample was 96 prospective science teachers. Convenient sampling method was used in the study. Data from 96 respondents were collected in phase one of the study. Experimental treatment (lesson) based on the 5Es learning model was prepared in the second phase of the study and implemented in the third phase of research. A two tiers test, consisting of 12 items was used to collect data. Each tier was based on choices. The data were analyzed using ANOVA and t-test. The study explored the misconceptions of prospective teachers’ about heat and temperature concepts and established the importance of experimental treatment.
Scientific literacy is one of the skills needed in today's digital era so that the ability of the 21st century can be achieved. Science literacy students aspects of knowledge on the topic of heat and temperature physics in high school being the purpose of this research. Science literacy that is used is the result of the adaptation of the PISA year 2015. Research in the form of analysis of science literacy of students in one high school in Bandung has 6 class XII which populations, and taking 1 class as a randomly selected sample. Data collection techniques derived from assessment question of temperature and the heat that has been validated and interviews using interview guidelines. The results showed that the ability of high school students in science literacy is still low with the percentage of each indicator in the aspect of knowledge, 63.45%, Procedural content 73,79% m and epistemic 43.45% if averaged became 60.23%. Science literacy requires increased lace through science literacy trained learning or to develop instruments that can trained the science literacy of the students.
Misconceptions of science teacher candidates about heat and temperature
Procedia - Social and Behavioral Sciences, 2011
In this study, the misconceptions that the students have about heat and temperature and the reasons behind it have been focused. Members of study group include 60 second grade students of the Faculty of Education of Ahi Evran University during 2009-2010 school year. Multiple-choice tests have been used to be able find out misconceptions. In this test, also entitled as "Diagnostic Test", there is a space where students are expected to write why they have chosen that particular option after a number of items including the right answer along with confounding options. In addition, the misconceptions of teacher candidates have been put forth as an outcome of the analysis of data about heat and temperature.