Students who are aware that energy ideas and terms are used differently in science and in everyday life may have difficulties deciding which perspective to use when answering questions

Energy and Thermal Physics

Misconception RESEARCH REVIEW

The words used in the question may cue different responses.

References

  • Meltzer, D. E. () Investigation of students’ reasoning regarding heat, work, and the first law of thermodynamics in an introductory calculus-based general physics course, American Journal of Physics, 72,

    1432,

    doi: 10.1119/1.1789161.

    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

  • Thomas, P. L. and Schwenz, W. R. () College Physical Chemistry Students’ Conceptions of Equilibrium and Fundamental Thermodynamics, Journal of research in science teaching, 35, (10)

    1151–1160.

    Review sheet

  • Christensen, W.M., Melzer, D. E. and Ogilvie, C.A. () Students' ideas regarding entropy and the second law of thermodynamics in an introductory physics course, American Journal of Physics, 77,

    907.

    Review sheet

  • Loverude, M. E. () Student Understanding Of Gravitational Potential Energy And The Motion Of Bodies In A Gravitational Field, AIP Conference Proceedings, 790, (77) California State University Fullerton, American Institute of Physics.

    Review sheet

  • Trumper, R. () Children's energy concepts: a cross‐age study, International Journal of Science Education, 15, (2) Routledge,

    139-148.

    Review sheet

IOP DOMAINS Physics CPD programme

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