Some students think of cold as an entity that behaves in ways similar to heat
Energy and Thermal Physics
Misconception
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.
Resources to Address This
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There are no specific resources that address the idea of 'cold' as an entity.
It is important to provide everyday examples that illustrate that cold is a lack of heat (similar to dark being a lack of light).
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.
- 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.
- 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,
- 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.
- Lee, C. K. () A Conceptual Change Model for Teaching Heat Energy, Heat Transfer and Insulation. Science Education International, 25 (4)
417-437.
- 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.
- 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.