Some pupils think of cold as an entity that behaves in ways similar to heat.

Energy and Thermal Physics

Misconception RESEARCH REVIEW

Diagnostic Resources

The following worksheets may help to identify whether students hold this particular misconception.

For more information, see the University of York BEST website.

References

  • Schnittka, C. and Bell, R. () Engineering Design and Conceptual Change in Science: Addressing thermal energy and heat transfer in eighth grade. International Journal of Science Education, 33 (13)

    1861-1887.

    Review sheet

  • Lubben, F.; Netshisaulu, T. and Campbell, B. () Students' use of cultural metaphors and their scientific understandings related to heating. Science Education, 83 (6)

    761-774.

    Review sheet

  • Chu, H; Treagust, D. F.; Yeo, S. and Zadnik, M. () Evaluation of Students' Understanding of Thermal Concepts in Everyday Contexts. International Journal of Science Education, 34 (10)

    1509-1534,

    Review sheet

  • Wiser, M. () Use of History of Science to Understand and Remedy Students' Misconceptions About Heat and Temperature. Software Goes to School: Teaching for Understanding with New Technologies, Oxford University Press, New York.

    Review sheet

  • Lee, C. K. () A Conceptual Change Model for Teaching Heat Energy, Heat Transfer and Insulation. Science Education International, 25 (4)

    417-437.

    Review sheet

  • 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)

    284–302.

    Review sheet

  • Geourgiou, H. and Sharma, M.D. () University students understanding of Thermal Physics in everyday contexts. International Journal of Science and Mathematics Education, 10,

    1119-1142.

    Review sheet

IOP DOMAINS Physics CPD programme

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