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首页> 外文会议>2012 Frontiers in Education Conference. >Using inquiry-based activities to repair student misconceptions related to Heat, energy and temperature
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Using inquiry-based activities to repair student misconceptions related to Heat, energy and temperature

机译：使用基于探究的活动来修复学生对热量，能量和温度的误解

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摘要

This study examines the effectiveness of inquiry-based activities for addressing student misconceptions related to four concept areas in the thermal sciences that have been identified as both important and difficult for students to master: (1) temperature vs. energy, (2) factors that affect the rate vs. the amount of energy transferred, (3) temperature vs. perceptions of hot and cold and (4) the effect of surface properties on thermal radiation. Students' conceptual understanding was assessed using the newly developed Heat and Energy Concept Inventory (HECI). In the control sample, student performance on the overall HECI improved from 49.2% correct to a post-instruction performance of 54.4% correct. Using inquiry-based activities, the mean performance on the HECI improved from 46.6% correct prior to instruction to a postperformance score of 65.7%. Significant learning gains were found in each of the targeted concept areas when the activities were used. The study also examined the impact of the activities on near vs. far transfer of learning and found statistically significant improvements for both, but larger learning gains on HECI items involving near transfer.
机译：这项研究检验了基于探究的活动对于解决与热科学四个概念领域有关的学生误解的有效性，这些问题已被认为对学生来说既重要又难于掌握：（1）温度与能量，（2）影响速率与能量传递量的关系；（3）温度与冷热感知的关系；（4）表面性质对热辐射的影响。使用新开发的《热能概念清单》（HECI）对学生的概念理解进行了评估。在对照样本中，学生在整体HECI上的表现从正确的49.2％改善到正确的54.4％的教学后表现。使用基于询问的活动，HECI的平均成绩从指导前正确的46.6％提高到绩效后的65.7％。当使用这些活动时，在每个目标概念领域都获得了重要的学习成果。这项研究还研究了活动对近距离学习与远距离学习的影响，发现两者都有统计学上的显着改善，但对涉及近距离学习的HECI项目的学习收益更大。

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