npsm 새물리 New Physics : Sae Mulli

pISSN 0374-4914 eISSN 2289-0041
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Research Paper

New Phys.: Sae Mulli 2021; 71: 38-48

Published online January 29, 2021 https://doi.org/10.3938/NPSM.71.38

Copyright © New Physics: Sae Mulli.

Heat Conceptions of Elementary School Students and Correct Answer Rate According to Level of Familiarity and Task Contexts

Jihoon KANG1, Jina KIM2*

1Yong-so Elementary School, Busan 48432, Korea

2Pusan National University, Busan 46241, Korea

Correspondence to:mailtojina@pusan.ac.kr

Received: August 28, 2020; Revised: December 18, 2020; Accepted: December 21, 2020

Abstract

In this study, we investigated the responses of elementary school students to six thermal concept questions, which were divided into scientific and everyday contexts, and the reasons for their responses. We also analyzed how the task context and the familiarity perceived by the student affected the correct answer rate. The subjects of this study were 109 students in 6th grade at an elementary school located in a metropolitan city. The results were as follows. First, some students thought that temperature was the amount of heat calculated as an arithmetic sum, and some students thought that heat is ‘hot’ and the opposite is ‘cold’. Some students thought that metal had a high thermal conductivity, so the temperature would be in higher than other materials in hot places or that the temperature of the material was a characteristic of the material. Many students also thought cotton was warm. Many students used the concepts of temperature and heat without distinguishing between them. Second, the correct answer rates in scientific contexts were higher than those in everyday contexts, and the more familiar the task context was, the higher the correct answer rate was.

Keywords: Task context, Familiarity, Heat Conception, Correct answer rate

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