Dissertation/Thesis Abstract

Addressing Heat Energy and Temperature Misconceptions in High School Chemistry
by Martinez, Kelley Vineyard, M.S., California State University, Long Beach, 2018, 59; 10978080
Abstract (Summary)

The purpose of this study was to identify misconceptions and perceptions of best teaching practices to better bring about conceptual change in thermodynamics, a core idea within the high school physical science Next Generation Science Standards. This study identified student misconceptions related to a thermodynamics unit, focusing on misconceptions related to temperature and energy, temperature and perceptions of hot/cold, and heat capacity. I also sought to identify factors that students and I, separately, identified as affecting their thinking. Data includes a pre-test and a post-test given to high school chemistry students. The instruments included multiple-choice and free-response questions. I also kept a teacher journal of my thoughts throughout the unit. The unit was somewhat successful in addressing heat energy and temperature misconceptions as more students answered post-test questions correctly when compared to the pre-test responses. Students identified labs and out of class experiences as affecting their thinking, which I agree with and would also include activities that make students more aware of their own thinking along with group discussion and modeling.

Indexing (document details)
Advisor: Colburn, Alan
Commitee: Henriques, Laura, Martin-Hansen, Lisa
School: California State University, Long Beach
Department: Science Education
School Location: United States -- California
Source: MAI 58/04M(E), Masters Abstracts International
Subjects: Chemistry, Secondary education, Science education
Keywords: Chemistry, High school, Misconceptions, Thermochemistry, Thermodynamics
Publication Number: 10978080
ISBN: 9780438893467
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