Many pupils think of temperature as a measure of the amount of heat an object contains, and that the temperature of objects is related to their size
For example, the temperature of a large block of ice is lower than that of a smaller block.
The following worksheets may help to identify whether students hold this particular misconception.
For more information, see the University of York BEST website.
- Baser, M. and Geban, O. () Effectiveness of conceptual change instruction on understanding of heat and temperature concepts. Research in Science and Technological Education, 25, (1)
- Pathare, S.; Huli, S.; Nachane, M.; Ladage, S. and Pradhan, H. () Understanding thermal equilibrium through activities. Physics Education, 50, (2)
- Thomas, M. F.; Malaquias, I. M.; Valente, M. C. and Antunes, M. J. () An attempt to overcome alternative conceptions related to heat and temperature. Physics Education, 30 (1)
- Wiser, M. () Use of History of Science to Understand and Remedy Students' Misconceptions About Heat and Temperature. In David N. Perkins, Judah L. Schwartz, Mary Maxwell West, and Martha Stone Wiske (Eds), Software Goes to School: Teaching for Understanding with New Technologies, Oxford University Press, New York.
- M. Louisa, F. C. S. Veiga, D. J. V. Costa Pereira and R. Maskill () Teachers' language and pupils' ideas in science lessons: Can teachers avoid reinforcing wrong ideas? International Journal of Science Education, 11, (4)
- Paik, S.H., Cho, B.K. and Go Y.-M. () Korean 4- to 11-Year-Old Student Conceptions of Heat and Temperature. Journal of Research in Science Teaching, 44, (2), published online in Wiley Interscience (www.interscience.wiley.com),
- Geourgiou, H. and Sharma, M.D. () University students understanding of Thermal Physics in everyday contexts. International Journal of Science and Mathematics Education, 10,
- Kesidou, S. and Duit, R. () Students' Conceptions of the Second Law of Thermodynamics- An Interpretive Study. Journal Of Research In Science Teaching, 30, (1)