Examining difficulties, challenges, and alternative conceptions students exhibit while learning about heat and temperature concepts.
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| Title: | Examining difficulties, challenges, and alternative conceptions students exhibit while learning about heat and temperature concepts. |
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| Authors: | Salame, Issa I.1 isalame@ccny.cuny.edu, Fadipe, Oluwamuyiwa1, Akter, Samiha2 |
| Source: | Interdisciplinary Journal of Environmental & Science Education. 2025, Vol. 21 Issue 2, p1-8. 8p. |
| Subject Terms: | *Science education, *Learning problems, *Heating, *Education research, *Intellectual development, Temperature |
| Company/Entity: | City University of New York. City College |
| Abstract: | At the elementary, secondary, and post-secondary stages of education, the ideas of heat and temperature are crucial to science education. This study set out to look into the difficulties that students have when learning about heat and temperature. A survey containing open-ended, multiple-choice, and Likert-scale questions was utilized by the researchers to gauge the comprehension of 205 participants who the City College of New York students were. The investigation's findings showed that students had trouble developing a conceptual understanding of the topics of heat and temperature and frequently rely on their own knowledge, reason, and common sense rather than establishing a thorough scientific understanding. Their capacity to apply these concepts in various circumstances is hampered by this conceptual knowledge deficit. The study also discovered that as individuals advance through their academic careers, they typically get a better comprehension of heat and temperature concepts. The results of this study suggest that educators should be aware of these difficulties and work on addressing the need of students to develop meaningful, deep learning of these concepts. [ABSTRACT FROM AUTHOR] |
| Copyright of Interdisciplinary Journal of Environmental & Science Education is the property of Modestum Publications 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 |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186845296 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Examining difficulties, challenges, and alternative conceptions students exhibit while learning about heat and temperature concepts. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Salame%2C+Issa+I%2E%22">Salame, Issa I.</searchLink><relatesTo>1</relatesTo><i> isalame@ccny.cuny.edu</i><br /><searchLink fieldCode="AR" term="%22Fadipe%2C+Oluwamuyiwa%22">Fadipe, Oluwamuyiwa</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Akter%2C+Samiha%22">Akter, Samiha</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Interdisciplinary+Journal+of+Environmental+%26+Science+Education%22">Interdisciplinary Journal of Environmental & Science Education</searchLink>. 2025, Vol. 21 Issue 2, p1-8. 8p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+problems%22">Learning problems</searchLink><br />*<searchLink fieldCode="DE" term="%22Heating%22">Heating</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Intellectual+development%22">Intellectual development</searchLink><br /><searchLink fieldCode="DE" term="%22Temperature%22">Temperature</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22City+University+of+New+York%2E+City+College%22">City University of New York. City College</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: At the elementary, secondary, and post-secondary stages of education, the ideas of heat and temperature are crucial to science education. This study set out to look into the difficulties that students have when learning about heat and temperature. A survey containing open-ended, multiple-choice, and Likert-scale questions was utilized by the researchers to gauge the comprehension of 205 participants who the City College of New York students were. The investigation's findings showed that students had trouble developing a conceptual understanding of the topics of heat and temperature and frequently rely on their own knowledge, reason, and common sense rather than establishing a thorough scientific understanding. Their capacity to apply these concepts in various circumstances is hampered by this conceptual knowledge deficit. The study also discovered that as individuals advance through their academic careers, they typically get a better comprehension of heat and temperature concepts. The results of this study suggest that educators should be aware of these difficulties and work on addressing the need of students to develop meaningful, deep learning of these concepts. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Interdisciplinary Journal of Environmental & Science Education is the property of Modestum Publications 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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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.29333/ijese/15997 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 1 Subjects: – SubjectFull: Science education Type: general – SubjectFull: Learning problems Type: general – SubjectFull: Heating Type: general – SubjectFull: Education research Type: general – SubjectFull: Intellectual development Type: general – SubjectFull: Temperature Type: general – SubjectFull: City University of New York. City College Type: general Titles: – TitleFull: Examining difficulties, challenges, and alternative conceptions students exhibit while learning about heat and temperature concepts. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Salame, Issa I. – PersonEntity: Name: NameFull: Fadipe, Oluwamuyiwa – PersonEntity: Name: NameFull: Akter, Samiha IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 26336537 Numbering: – Type: volume Value: 21 – Type: issue Value: 2 Titles: – TitleFull: Interdisciplinary Journal of Environmental & Science Education Type: main |
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