| Description |
1 online resource (viii, 91 pages) : illustrations |
| Contents |
RECONSTRUCTING THE SCIENCEOF HEAT FOR BETTER TEACHINGAND LEARNING; RECONSTRUCTING THE SCIENCEOF HEAT FOR BETTER TEACHINGAND LEARNING; CONTENTS; PREFACE; Chapter 1INTRODUCTION; Chapter 2LITERATURE REVIEW; STUDENTS' CONCEPTIONS IN BASIC THERMODYNAMICS; THE NATURE OF HEAT; HEAT AND TEMPERATURE; Chapter 3STUDENTS'UNDERSTANDING OF THE BASICTHERMAL CONCEPTS:METHODOLOGY; METHODS; PARTICIPANTS; QUESTIONS; DATA ANALYSIS; Chapter 4STUDENTS'UNDERSTANDING OF THE BASICTHERMAL CONCEPTS: RESULTS; DEFINITION OF HEAT; HEAT AND HOTNESS; HEAT AND TEMPERATURE; HEAT AND INTERNAL (THERMAL) ENERGY |
|
PROCESS AND MECHANISM OF HEAT TRANSFERCONDITIONS FOR HEAT TRANSFER BETWEEN TWO OBJECTSIN CONTACT; REASONS FOR METAL FEELING COLDER THAN WOOD; PREDICTION OF HEAT TRANSFER BETWEEN OBJECTS ANDENVIRONMENT; PARTICLE MODEL IN THE CONTEXT OF PHASE TRANSITION; REASONS FOR PHASE TRANSITION; DIFFERENCES BETWEEN PARTICLES INSOLID AND IN LIQUID PHASE; Chapter 5THE SCIENCE OF HEAT IN TEXTBOOKS; THE DEFINITION OF HEAT; HEAT IS THE ENERGY TRANSPORTED FROM A HOTTER TO ACOLDER OBJECT; HEAT IS (PART OF) THE CHANGE IN INTERNAL ENERGY |
|
HEAT IS THE ENERGY BEING TRANSFERRED FROM A HOT TOA COLD BODY BY MEANS OF IRREGULAR MOLECULARMOTIONSHEAT IS A KIND OF ENERGY THAT CAN DO "WORK"; HEAT IS ENTROPY; HEAT HAS PRESENTED IN EVERYDAY AND SCIENTIFICWORLD; HEAT AND INTERNAL ENERGY; HEAT AND TEMPERATURE; TEMPERATURE AS AN OBJECTIVEMEASURE OF COLD AND HOTNESS; TEMPERATURE AS THE QUALITY WHICH IS THE SAME INDEGREE AMONG OBJECTS IN THERMAL EQUILIBRIUM; TEMPERATURE AS A RESULT OF MOLECULAR MOTION; PARTICLE MODEL IN THE CASE OF PHASE TRANSITION; HEAT TRANSFER; DIRECTION OF HEAT TRANSFER; TYPES OF HEAT TRANSFER |
|
MICROSCOPIC MEANING OF HEAT TRANSFERChapter 6ISSUES REGARDING TEACHING METHODS ANDSEQUENCES; THE USE OF HISTORICAL MATERIAL; CONFUSING TERMS AND ILLUSTRATIONS; Chapter 7CONCLUSION; THE TEACHING OF THE THERMAL SCIENCE SHOULD BEBASED ON A SUFFICIENT UNDERSTANDING OF THE SUBJECTITSELF AND STUDENTS' LEARNING OF THIS SUBJECT; MORE EFFORTS SHOULD BE MADE TO ASSIST STUDENTS INDIFFERENTIATING HEAT, TEMPERATURE AND INTERNALENERGY; THE DIVERSE MEANINGS OF HEAT SHOULD BE CLARIFIEDIN REFERENCE TO THEIR ONTOLOGICAL COMMITMENTS ORCONTEXTUAL BACKGROUND |
|
HISTORICAL MATERIAL CAN BE EMPLOYED TO CONVEYUNDERLYING MEANINGS OF THE HEAT CONCEPTEXPLAINING A CLUSTER OF CONCEPTS THROUGH A RANGEOF CONTEXTUAL PROBLEMS SHOULD SUPPORT STUDENTSIN CONSTRUCTING THEIR CONCEPTUAL MAPS; DISCREPANT EVENTS CAN BE USED TO ASSIST STUDENTS INDISCOVERING THE WEAKNESS OF THEIR CONCEPTIONS; INSTRUCTIONAL EFFORTS SHOULD BE MADE TO ENHANCEAND MAINTAIN THE CONSISTENCY AND COHERENCE OF THESCIENTIFIC LANGUAGE USED IN THE CLASSROOM; REFERENCES; APPENDIX I: LIST OF THE TEXTBOOKS IN THESTUDY; APPENDIX II: THE 2ND-PHASEQUESTIONNAIRE FOR GERMAN STUDENTS; INDEX |
| Bibliography |
Includes bibliographical references (pages 75-78) and index |
| Notes |
Text in English; one appendix in German |
|
Print version record |
| Subject |
Thermodynamics -- Study and teaching (Secondary)
|
|
SCIENCE -- Mechanics -- Thermodynamics.
|
|
Physics
|
| Form |
Electronic book
|
| ISBN |
9781607414179 |
|
1607414171 |
|
