Alternative Conceptions: Heat and Temperature
Devereux, A. K. ; James, C. (Chrissie) ; Dewan, A. K. (Arun Kumari) (2016)
From an early age, children develop ideas and personal theories to explain the world around them and how it works. Children’s ideas form the basis of their predictions and rules for action; for example, they quickly learn that a fire is hot and not to touch it. They learn that stones sink and wood floats. By the time children go to school, they have already formed their own theories about the science phenomena you are teaching them. Quite often, their ideas are different from the accepted scientific understanding. This unit examines the alternative conceptions (sometimes referred to as misconceptions) associated with the topic of heat and temperature. It goes on to look at how you might help to develop your students’ alternative conceptions to embrace the accepted science ideas through your teaching. In this unit you will learn how to find out or assess what alternative conceptions your students hold, learn about alternative conceptions that your students might hold in relation to heat and temperature and how you can change and develop students’ naïve ideas and alternative conceptions through designing activities to help your students understand the difference between heat and temperature.