Design, Development, Implementation, and Evaluation of a Teaching–Learning Sequence on Heat Conduction

A review of the literature on students’ ideas about thermal concepts and phenomena indicates that primary students tend to associate material properties with the concept of heat and perceive water and air as good heat conductors. These ideas appear to represent a significant obstacle to the conceptu...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Education sciences 2024-10, Vol.14 (11), p.1149
Hauptverfasser: Valkanou, Eleni-Maria, Starakis, Ioannis, Zoupidis, Anastasios
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
container_end_page
container_issue 11
container_start_page 1149
container_title Education sciences
container_volume 14
creator Valkanou, Eleni-Maria
Starakis, Ioannis
Zoupidis, Anastasios
description A review of the literature on students’ ideas about thermal concepts and phenomena indicates that primary students tend to associate material properties with the concept of heat and perceive water and air as good heat conductors. These ideas appear to represent a significant obstacle to the conceptual understanding of heat conduction. In this study, a Teaching–Learning Sequence on heat conduction was designed and implemented in order to capture students’ learning pathways while they were taught the phenomenon in question. This study was carried out using the Teaching Experiment method on twelve fifth graders. Qualitative methods were used for the data analysis. The results indicated specific learning pathways through which students could construct elements of the scientifically accepted view of heat conduction. Although, initially, all the students attributed material properties to the concept of heat, at the end of the sequence, the majority were able to provide explanations of the phenomenon that were more aligned with the scientific perspective. The major obstacles encountered by students in their learning pathways and strategies for overcoming them were identified. Additionally, significant findings emerged that could inform the enrichment of the sequence in a potential re-implementation.
doi_str_mv 10.3390/educsci14111149
format Article
fullrecord <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_3132952226</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>3132952226</sourcerecordid><originalsourceid>FETCH-LOGICAL-c1099-f2e9f6183187921d8ff47c701e9811e80a16d31721b64c66cad6dcb7998b78d13</originalsourceid><addsrcrecordid>eNpdULFOwzAQtRBIVKUzqyXWhvrsENsjagtFqsRAmSPXObepUifESSU2_oE_5EtwKQPiLfdO9-7u6RFyDexWCM0mWPQ22BJSiEj1GRlwzmUigfHzP_ySjELYsQgNQnE9INsZhnLjx3SGB6zqZo--G9OnfVPhkZqurOPQ-ILOD6bqf3paO2roCo3dln7z9fG5RNP6SOkLvvXoLdIoWqDp6LT20dlx6YpcOFMFHP3WIXl9mK-mi2T5_Pg0vV8mFpjWieOoXQZKgJKaQ6GcS6WVDFArAFTMQFYIkBzWWWqzzJoiK-xaaq3WUhUghuTmdLdp62gmdPmu7lsfX-YCBNd3MYwsqiYnlW3rEFp0edOWe9O-58DyY6L5v0TFNzJeasg</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>3132952226</pqid></control><display><type>article</type><title>Design, Development, Implementation, and Evaluation of a Teaching–Learning Sequence on Heat Conduction</title><source>DOAJ Directory of Open Access Journals</source><source>Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals</source><source>MDPI - Multidisciplinary Digital Publishing Institute</source><source>Education Source</source><creator>Valkanou, Eleni-Maria ; Starakis, Ioannis ; Zoupidis, Anastasios</creator><creatorcontrib>Valkanou, Eleni-Maria ; Starakis, Ioannis ; Zoupidis, Anastasios</creatorcontrib><description>A review of the literature on students’ ideas about thermal concepts and phenomena indicates that primary students tend to associate material properties with the concept of heat and perceive water and air as good heat conductors. These ideas appear to represent a significant obstacle to the conceptual understanding of heat conduction. In this study, a Teaching–Learning Sequence on heat conduction was designed and implemented in order to capture students’ learning pathways while they were taught the phenomenon in question. This study was carried out using the Teaching Experiment method on twelve fifth graders. Qualitative methods were used for the data analysis. The results indicated specific learning pathways through which students could construct elements of the scientifically accepted view of heat conduction. Although, initially, all the students attributed material properties to the concept of heat, at the end of the sequence, the majority were able to provide explanations of the phenomenon that were more aligned with the scientific perspective. The major obstacles encountered by students in their learning pathways and strategies for overcoming them were identified. Additionally, significant findings emerged that could inform the enrichment of the sequence in a potential re-implementation.</description><identifier>ISSN: 2227-7102</identifier><identifier>EISSN: 2227-7102</identifier><identifier>DOI: 10.3390/educsci14111149</identifier><language>eng</language><publisher>Basel: MDPI AG</publisher><subject>Computer simulation ; Curricula ; Didacticism ; Educational Experiments ; Educational Methods ; Educational Strategies ; Elementary Education ; Elementary school students ; Elementary Schools ; Grade 5 ; Heat ; Learning ; Literature Reviews ; Phenomenology ; Primary Education ; Researchers ; Science education ; Science Instruction ; Secondary Education ; Sensory Experience ; Student Characteristics ; Teaching methods ; Thermodynamics</subject><ispartof>Education sciences, 2024-10, Vol.14 (11), p.1149</ispartof><rights>2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c1099-f2e9f6183187921d8ff47c701e9811e80a16d31721b64c66cad6dcb7998b78d13</cites><orcidid>0000-0002-7758-5372 ; 0000-0003-3097-9451 ; 0000-0002-9263-6377</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>315,782,786,866,27931,27932</link.rule.ids></links><search><creatorcontrib>Valkanou, Eleni-Maria</creatorcontrib><creatorcontrib>Starakis, Ioannis</creatorcontrib><creatorcontrib>Zoupidis, Anastasios</creatorcontrib><title>Design, Development, Implementation, and Evaluation of a Teaching–Learning Sequence on Heat Conduction</title><title>Education sciences</title><description>A review of the literature on students’ ideas about thermal concepts and phenomena indicates that primary students tend to associate material properties with the concept of heat and perceive water and air as good heat conductors. These ideas appear to represent a significant obstacle to the conceptual understanding of heat conduction. In this study, a Teaching–Learning Sequence on heat conduction was designed and implemented in order to capture students’ learning pathways while they were taught the phenomenon in question. This study was carried out using the Teaching Experiment method on twelve fifth graders. Qualitative methods were used for the data analysis. The results indicated specific learning pathways through which students could construct elements of the scientifically accepted view of heat conduction. Although, initially, all the students attributed material properties to the concept of heat, at the end of the sequence, the majority were able to provide explanations of the phenomenon that were more aligned with the scientific perspective. The major obstacles encountered by students in their learning pathways and strategies for overcoming them were identified. Additionally, significant findings emerged that could inform the enrichment of the sequence in a potential re-implementation.</description><subject>Computer simulation</subject><subject>Curricula</subject><subject>Didacticism</subject><subject>Educational Experiments</subject><subject>Educational Methods</subject><subject>Educational Strategies</subject><subject>Elementary Education</subject><subject>Elementary school students</subject><subject>Elementary Schools</subject><subject>Grade 5</subject><subject>Heat</subject><subject>Learning</subject><subject>Literature Reviews</subject><subject>Phenomenology</subject><subject>Primary Education</subject><subject>Researchers</subject><subject>Science education</subject><subject>Science Instruction</subject><subject>Secondary Education</subject><subject>Sensory Experience</subject><subject>Student Characteristics</subject><subject>Teaching methods</subject><subject>Thermodynamics</subject><issn>2227-7102</issn><issn>2227-7102</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNpdULFOwzAQtRBIVKUzqyXWhvrsENsjagtFqsRAmSPXObepUifESSU2_oE_5EtwKQPiLfdO9-7u6RFyDexWCM0mWPQ22BJSiEj1GRlwzmUigfHzP_ySjELYsQgNQnE9INsZhnLjx3SGB6zqZo--G9OnfVPhkZqurOPQ-ILOD6bqf3paO2roCo3dln7z9fG5RNP6SOkLvvXoLdIoWqDp6LT20dlx6YpcOFMFHP3WIXl9mK-mi2T5_Pg0vV8mFpjWieOoXQZKgJKaQ6GcS6WVDFArAFTMQFYIkBzWWWqzzJoiK-xaaq3WUhUghuTmdLdp62gmdPmu7lsfX-YCBNd3MYwsqiYnlW3rEFp0edOWe9O-58DyY6L5v0TFNzJeasg</recordid><startdate>20241024</startdate><enddate>20241024</enddate><creator>Valkanou, Eleni-Maria</creator><creator>Starakis, Ioannis</creator><creator>Zoupidis, Anastasios</creator><general>MDPI AG</general><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>4U-</scope><scope>7XB</scope><scope>88B</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>M0P</scope><scope>PIMPY</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><orcidid>https://orcid.org/0000-0002-7758-5372</orcidid><orcidid>https://orcid.org/0000-0003-3097-9451</orcidid><orcidid>https://orcid.org/0000-0002-9263-6377</orcidid></search><sort><creationdate>20241024</creationdate><title>Design, Development, Implementation, and Evaluation of a Teaching–Learning Sequence on Heat Conduction</title><author>Valkanou, Eleni-Maria ; Starakis, Ioannis ; Zoupidis, Anastasios</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c1099-f2e9f6183187921d8ff47c701e9811e80a16d31721b64c66cad6dcb7998b78d13</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>Computer simulation</topic><topic>Curricula</topic><topic>Didacticism</topic><topic>Educational Experiments</topic><topic>Educational Methods</topic><topic>Educational Strategies</topic><topic>Elementary Education</topic><topic>Elementary school students</topic><topic>Elementary Schools</topic><topic>Grade 5</topic><topic>Heat</topic><topic>Learning</topic><topic>Literature Reviews</topic><topic>Phenomenology</topic><topic>Primary Education</topic><topic>Researchers</topic><topic>Science education</topic><topic>Science Instruction</topic><topic>Secondary Education</topic><topic>Sensory Experience</topic><topic>Student Characteristics</topic><topic>Teaching methods</topic><topic>Thermodynamics</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Valkanou, Eleni-Maria</creatorcontrib><creatorcontrib>Starakis, Ioannis</creatorcontrib><creatorcontrib>Zoupidis, Anastasios</creatorcontrib><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>University Readers</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Education Database</collection><collection>Access via ProQuest (Open Access)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><jtitle>Education sciences</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Valkanou, Eleni-Maria</au><au>Starakis, Ioannis</au><au>Zoupidis, Anastasios</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Design, Development, Implementation, and Evaluation of a Teaching–Learning Sequence on Heat Conduction</atitle><jtitle>Education sciences</jtitle><date>2024-10-24</date><risdate>2024</risdate><volume>14</volume><issue>11</issue><spage>1149</spage><pages>1149-</pages><issn>2227-7102</issn><eissn>2227-7102</eissn><abstract>A review of the literature on students’ ideas about thermal concepts and phenomena indicates that primary students tend to associate material properties with the concept of heat and perceive water and air as good heat conductors. These ideas appear to represent a significant obstacle to the conceptual understanding of heat conduction. In this study, a Teaching–Learning Sequence on heat conduction was designed and implemented in order to capture students’ learning pathways while they were taught the phenomenon in question. This study was carried out using the Teaching Experiment method on twelve fifth graders. Qualitative methods were used for the data analysis. The results indicated specific learning pathways through which students could construct elements of the scientifically accepted view of heat conduction. Although, initially, all the students attributed material properties to the concept of heat, at the end of the sequence, the majority were able to provide explanations of the phenomenon that were more aligned with the scientific perspective. The major obstacles encountered by students in their learning pathways and strategies for overcoming them were identified. Additionally, significant findings emerged that could inform the enrichment of the sequence in a potential re-implementation.</abstract><cop>Basel</cop><pub>MDPI AG</pub><doi>10.3390/educsci14111149</doi><orcidid>https://orcid.org/0000-0002-7758-5372</orcidid><orcidid>https://orcid.org/0000-0003-3097-9451</orcidid><orcidid>https://orcid.org/0000-0002-9263-6377</orcidid><oa>free_for_read</oa></addata></record>
fulltext fulltext
identifier ISSN: 2227-7102
ispartof Education sciences, 2024-10, Vol.14 (11), p.1149
issn 2227-7102
2227-7102
language eng
recordid cdi_proquest_journals_3132952226
source DOAJ Directory of Open Access Journals; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals; MDPI - Multidisciplinary Digital Publishing Institute; Education Source
subjects Computer simulation
Curricula
Didacticism
Educational Experiments
Educational Methods
Educational Strategies
Elementary Education
Elementary school students
Elementary Schools
Grade 5
Heat
Learning
Literature Reviews
Phenomenology
Primary Education
Researchers
Science education
Science Instruction
Secondary Education
Sensory Experience
Student Characteristics
Teaching methods
Thermodynamics
title Design, Development, Implementation, and Evaluation of a Teaching–Learning Sequence on Heat Conduction
url https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-07T18%3A56%3A03IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Design,%20Development,%20Implementation,%20and%20Evaluation%20of%20a%20Teaching%E2%80%93Learning%20Sequence%20on%20Heat%20Conduction&rft.jtitle=Education%20sciences&rft.au=Valkanou,%20Eleni-Maria&rft.date=2024-10-24&rft.volume=14&rft.issue=11&rft.spage=1149&rft.pages=1149-&rft.issn=2227-7102&rft.eissn=2227-7102&rft_id=info:doi/10.3390/educsci14111149&rft_dat=%3Cproquest_cross%3E3132952226%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=3132952226&rft_id=info:pmid/&rfr_iscdi=true