Using inquiry-based activities to repair student misconceptions related to Heat, energy and temperature

M. Prince, M. Vigeant, Katharyn Nottis
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引用次数: 20

Abstract

This study examines the effectiveness of inquiry-based activities for addressing student misconceptions related to four concept areas in the thermal sciences that have been identified as both important and difficult for students to master: (1) temperature vs. energy, (2) factors that affect the rate vs. the amount of energy transferred, (3) temperature vs. perceptions of hot and cold and (4) the effect of surface properties on thermal radiation. Students' conceptual understanding was assessed using the newly developed Heat and Energy Concept Inventory (HECI). In the control sample, student performance on the overall HECI improved from 49.2% correct to a post-instruction performance of 54.4% correct. Using inquiry-based activities, the mean performance on the HECI improved from 46.6% correct prior to instruction to a postperformance score of 65.7%. Significant learning gains were found in each of the targeted concept areas when the activities were used. The study also examined the impact of the activities on near vs. far transfer of learning and found statistically significant improvements for both, but larger learning gains on HECI items involving near transfer.
利用探究式活动纠正学生对热、能量和温度的误解
本研究考察了探究式活动的有效性,以解决学生对热科学中四个概念领域的误解,这些概念领域对学生来说既重要又难以掌握:(1)温度与能量,(2)影响能量转移速率与数量的因素,(3)温度与冷热感知,以及(4)表面性质对热辐射的影响。学生的概念理解评估使用新开发的热能和能源概念量表(HECI)。在控制样本中,学生在总体HECI上的表现从49.2%的正确率提高到教学后的54.4%的正确率。使用基于询问的活动,HECI的平均表现从教学前的46.6%提高到表演后的65.7%。当使用这些活动时,在每个目标概念领域都发现了显著的学习成果。该研究还检查了活动对近距离和远距离学习迁移的影响,发现两者都有统计学上的显著改善,但涉及近距离迁移的HECI项目的学习收益更大。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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