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ARE ALTERNATIVE CONCEPTIONS DEPENDENT ON RESEARCHERS' METHODOLOGY AND DEFINITION?: A REVIEW OF EMPIRICAL STUDIES RELATED TO CONCEPTS OF HEAT.

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Title: ARE ALTERNATIVE CONCEPTIONS DEPENDENT ON RESEARCHERS' METHODOLOGY AND DEFINITION?: A REVIEW OF EMPIRICAL STUDIES RELATED TO CONCEPTS OF HEAT.
Authors: Wong, Chee1 AlphonsusWong@gmail.com, Chu, Hye-Eun1, Yap, Kueh1
Source: International Journal of Science & Mathematics Education. Apr2016, Vol. 14 Issue 3, p499-526. 28p.
Subject Terms: *Textbook readability, *Reading ability testing, *Concept mapping, *Science education, *Science teachers, Services for teachers
Abstract: Currently, there is no agreement among scientists and science educators on whether heat should be defined as a 'process of energy transfer' or 'form of energy.' For example, students may conceive of heat as 'molecular kinetic energy,' but the interpretation of this alternative conception is dependent on educational researchers' methodology and definition of heat. The objective of this paper is to review the alternative conceptions of heat as presented in empirical studies and to examine the possible sources of this subjectivity or causes of this problem. This paper analyzes the alternative conceptions of heat based on five categories: 'residing in object,' 'ontological category,' 'movement,' 'cause and effect,' and 'condition.' The findings suggest that it could be difficult to understand the alternative conceptions when there is disagreement on the definition or description of heat. Furthermore, alternative conceptions may be traceable to linguistic usage or definitions in textbooks. Therefore, it is possible to have a misinterpretation of students' alternative conceptions. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: *<searchLink fieldCode="DE" term="%22Textbook+readability%22">Textbook readability</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+ability+testing%22">Reading ability testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Concept+mapping%22">Concept mapping</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+teachers%22">Science teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Services+for+teachers%22">Services for teachers</searchLink>
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  Data: Currently, there is no agreement among scientists and science educators on whether heat should be defined as a 'process of energy transfer' or 'form of energy.' For example, students may conceive of heat as 'molecular kinetic energy,' but the interpretation of this alternative conception is dependent on educational researchers' methodology and definition of heat. The objective of this paper is to review the alternative conceptions of heat as presented in empirical studies and to examine the possible sources of this subjectivity or causes of this problem. This paper analyzes the alternative conceptions of heat based on five categories: 'residing in object,' 'ontological category,' 'movement,' 'cause and effect,' and 'condition.' The findings suggest that it could be difficult to understand the alternative conceptions when there is disagreement on the definition or description of heat. Furthermore, alternative conceptions may be traceable to linguistic usage or definitions in textbooks. Therefore, it is possible to have a misinterpretation of students' alternative conceptions. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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