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.
|Commitee:||Henriques, Laura, Martin-Hansen, Lisa|
|School:||California State University, Long Beach|
|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|
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