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This study focused on developing physics test instruments for senior high school students on the topics of temperature and heat. The study aimed to determine (i) the quality of the test instrument content, (ii) the feasibility of the test instrument, and (iii) students' graphic representation abilities on "Temperature and Heat" topics. The test instrument development went through three stages, namely test design, testing, and test assembly. The test instrument was tested in the Science Class XII of the Public Senior High School 5 Yogyakarta with a total of 195 students as research subjects. The item analyzes in this study included analysis of model validity, reliability, level of difficulty, and level of students' ability. The research results showed that the test instrument for the graphical representation of "Temperature and Heat" topics had good content quality but still needed to be improved. The feasibility of the graphic representation test instrument showed that there were seven items that were declared valid and reliable even though the items tested did not conform to the "Rasch" model. However, these seven items were still suitable for use on a wide scale to measure graphical representations of "Temperature and Heat" topics. Finally, in the analysis of students' abilities regarding graphical representation individually, the largest percentage was in the low category, while, overall, the students' abilities level was classified as medium. Thus, it was necessary to improve question items that involve graphical representation that meet the criteria for good, valid, and reliable question items, and can improve students' graphic representation abilities.

Primary school students rely heavily on textbooks for instruction. Using the variety of textbooks, a description of the theme textbooks' linguistic quality is conspicuously absent, particularly for students in the fifth grade. Language fit for students' growth, communicative language, and coherence and cohesiveness were all included in this study's analysis of textbooks' language quality. Qualitative content analysis was used in this study's methodology. All texts from the heat and transfer-themed of fifth-grade textbooks published by the Indonesian Ministry of Education and Culture, Yudhistira, and Erlangga publishers were included in the study. Documentation was utilized to collect the data. Sample, record, reduce, infer, and narrate were all data analysis approaches used. The findings of this research indicated that the three publishers' textbooks had excellent language quality in terms of language compatibility for students' growth and the communicative language issued by the Indonesian Ministry of Education and Culture and Erlangga was wonderful, but Yudhistira was awful. There were a lot of solid points made in the Ministry of Education and Culture's publications. Both Yudhistira and Erlangga performed admirably. The quality of textbook language was found to be satisfactory in this study.

Currently, we are facing the rapid development of information and communication technology (ICT) that characterizes the 21st century. Challenges, problems, life, and careers in the 21st century can be successfully faced if we master the 21st century skills. However, nowadays it is still very rare to develop a 21st century skill measurement model, so it is necessary to develop test instruments to measure 21st century skills. The development of test instruments to measure 21st century skills in Indonesia is still very open by paying attention to the clarity of the instrument in describing real phenomena and complete data as material for problem solving. Based on the description above, the researchers developed a multiple-choice test based on experimental activities to measure students' 21st century skills which are creativity, critical thinking, collaboration, communication (4Cs) in heat and heat transfer using research and development (R&D) methods with the analyze, design, develop, implement, and evaluate (ADDIE) stage. Development begins with conducting literature and field studies, designing and making videos of experiment activities, compiling open-ended questions, distributing them to 12th graders of science, analyzing answers based on references, developing answer options, developing multiple choice tests, conducting validation by experts, and testing limited to students. The product of this research is expected to be used by educators and students for independent learning activities or as an example to develop multiple choice tests based on experimental activities to measure 21st century skills in other physics materials and other subjects.

The aim of this study is to present the implementation steps of an engineering design process-based activity. The activity was implemented with 6th-grade students; 21 students were involved. Various visuals were used to attract the students' attention during the introduction of the activity, and discussions were held about engineers and engineering. In the design process, students were asked to design a thermos that meets the criteria and limitations of the problem by following the eight-step engineering design process. The students researched the problem through information cards, suggested different solutions, and chose the one that solved the problem best among the alternatives. The activity continued with constructing and testing the thermos, sharing solutions, and determining the thermos design with the least temperature change. The students were asked to make suggestions to improve their thermos designs. The activity was evaluated by using the diagnostic tree, analytical rubric, and Draw an Engineer Test.

In this study, the effect of teaching based on the 5E instructional model on students' conceptual learning was investigated. The participants consisted of three inclusion students with mild mental disabilities who were studying in the sixth grade of a secondary school. A lesson plan based on the 5E teaching model was designed, focusing on the curriculum standard "S/he describes that matter has a particulate and distanced structure." within the "Matter and Heat" unit of the sixth-grade science course. While developing the lesson plan, different teaching methods-techniques were included in the learning activities to address the needs and interests of the students based on the related literature and interviews conducted with the class teacher, students, and parents. In the current study, it was concluded that the 5E model-based teaching, which was prepared by taking into account the student needs and different teaching methods-techniques, was effective in supporting students' conceptual learning.

Circus art excites amazes and delights. Most of circus genres are based on the principles of classical physics. Dialogic discussions are known as an instrument to identify conceptual barriers (misconceptions) and facilitate their further revision. The present study integrates the three worlds: physics education, dialogic teaching and circus art; and provides a research foundation for experiential physics teaching through dialogic discussions about circus tricks (DDCT) in formal and informal setups. It aims at examining the potential of DDCT as a tool for identifying misconceptions and facilitating conceptual change regarding physics concepts. The study encircles about 40 DDCT provided in the Israeli KESHET circus. In total, about 5,500 people watched the shows. From them, about 400 actively participated in the DDCT. We analyze in details four typical DDCT relating (a) circular motion, (b) moment of inertia, (c) torque, and (d) heat transfer. For each DDCT we demonstrate the way it pinpoints participants' knowledge and its implementation in circus devices' analysis. Further we examine whether and how the DDCT could facilitate developing physics knowledge and/or going through a meaningful conceptual change regarding each of these concepts. Due to our results DDCT seems to be an original and promising approach to bring advanced physics ideas to the general public, in ways that are interesting, experiential and relatively easy to understand. We finish with practical recommendations for physics educators (as well as circus artists) who would like to implement DDCT in their classes (shows).

Physical and virtual labs have unique capabilities that can influence how students learn from them. The purpose of this study was to examine the effect of physical and virtual manipulatives on students' learning of heat and temperature and to examine the influence of various combinations of physical and virtual manipulatives. A total of 205 participants were divided into four groups: only physical manipulatives, only virtual manipulatives, physical-virtual manipulatives, and virtual-physical manipulatives. Students' knowledge acquisition was tested using Pretest--Post-test design. The results showed that physical and virtual manipulatives are as effective in facilitating students' learning of state changes, but virtual manipulatives are more beneficial to students' learning of thermal expansion and contraction than physical manipulatives are. Physical-virtual manipulatives are more effective than virtual-physical manipulatives or physical manipulatives alone are to promote students' learning of heat and temperature, but this effect is similar to that of virtual manipulatives alone. The results suggest that virtual laboratories can effectively model abstract concepts. The better effect of the physical-virtual operation sequence on learning does not depend on whether the two types of experiments are combined or on the sequence of operations but on the type of experiment when its advantages actually contribute to learning.

Inequality in education is a challenge that have persisted and still likely to persist for a long time in the field of education because students come into the classroom with different characteristics thus posing a great concern to the realization of classroom objectives. The use of adequate teaching strategy might break this limitation thereby making every student to engage in meaning learning. The two objectives of this study include (1) to investigate the effect of brain-based teaching (BBT) method on students' retention on the topic, heat energy (2) to investigate if self-efficacy influence physics students' retention on the topic, heat energy, when taught using brain-based teaching method. We adopt the design, pre-test post-test control group quasi experimental design for the investigation. The participants were 99 (experimental group, n= 46; control group, n=53) students and were selected from two schools in Ondo using random sampling technique. A researcher designed data collection tool titled heat energy test (HET) was used to collect data in this study. HET's validity was achieved by giving the draft to three science education experts and two secondary school physics teachers for validation. Both descriptive and inferential statistics (Mean, t-test. ANCOVA) were used for analysis. Brain-based teaching method significantly improved the retention of students in physics (heat energy) and also, self-efficacy did not influence physics students' retention in physics (heat energy). In conclusion, brain-based teaching method enhanced the retention of physics (heat energy) thus breaking the limitation posed by differences in the characteristics of the students.

This study aimed to determine the effect of the inquiry-discovery learning model on critical thinking skills and mastery of students' physics concepts on the topic of temperature and heat. This quasi-experimental research used posttest only control group design in which there are two groups in this design, each of which was selected randomly. The sample in this study was 34 students for the experimental class and 34 students for the control class. The results showed that there was a difference between inquiry-discovery learning and conventional learning in improving students' critical thinking skills and mastery of physics concepts. Inquiry-discovery learning affects critical thinking skills and students' mastery of physics concepts. Future research is expected to explore variables that can sharpen students' physics skills through inquiry-discovery learning.

In this article, we present kindergarten children's ideas about thermal phenomena before any educational intervention took place. In order to capture and account for the heterogeneity of the kindergarten group in this study, first teachers observed children's exploration behavior, task orientation, science interest, and language comprehension in everyday kindergarten life using a structured observation form. Then, 24 children aged between 3.8 and 6.0 years were interviewed individually about three situations focusing upon water temperature and its changes. The results show that interest in science and language comprehension are significantly related to children's understanding of thermal phenomena, while task orientation and exploratory behavior are not. In general, the kindergarten children did not yet use the word "heat" in their descriptions and explanations but were more or less able to describe the water temperature and its changes in a differentiated way.

The 5E teaching model is presented as an inquiring-based instructional method that benefits learners by letting them construct their knowledge of the class concepts from what they have learned or experienced. The sole purpose of the studies was to compare grade 7 students' learning achievement of science before and after learning in the learning management plan designed using the 5E inquiry-based learning. The study was conducted in a quasi-experimental design. The participants were 20 grade 7 students in Thailand. They were selected by a purposive random sampling method. The instruments included a 5E inquiring-based learning management plan and a pre-post learning achievement test. The data were analyzed by percentage, mean score, and standard deviation while the study hypothesis was tested using a paired-samples t-test. The results of the study indicate that the implementation of the 5E inquiry-based learning management plan benefits students' knowledge of heat in a science class. The study provides pedagogical implications as it illustrated how a learning management plan designed in the 5E inquiry-based teaching model affected a science class. It also contributes to the research in the area as it extended the benefits of the teaching model in teaching concepts of science.

This study aims to reveal the effectiveness of the problem-based learning (PBL) model in teaching the concepts of heat, temperature and pressure, as well as the effect of the activities on the development of scientific process skills. For this purpose, the change in the academic achievement levels of the students constituting the sampling group was tried to be determined with a pilot application designed based on this model. The research was carried out on a single group based on a pretest-posttest applied quasi-experimental design. Teaching activities addressing the concepts of heat, temperature and pressure and designed according to the PBL model were carried out in a private school over a two-week period. In this context, a unique problem situation was designed, in which two brothers watched and discussed the volume changes of small and large inflated balloons with the effect of temperature, and student-centered activities were carried out, in which demonstration, lecture, question-answer and discussion methods were dominantly used. The problem situation, which includes important connections such as gas, gas pressure, temperature and heat concepts, the relationship between heat and temperature, and the relationship between temperature and pressure, which are known to be quite difficult to understand by 8th-grade students, were implemented sequentially in a single scenario. From the pretest-posttest results, it was determined that there was a significant positive difference in the academic achievement levels of the students constituting the sampling group after the application, and there was a very large difference between the pretest-posttest scores (66.0-92.5). As a result, it can be said that very striking results can be achieved in understanding the selected concepts and the relations between them, with the scenario and appropriate teaching activities designed in a sufficient time based on the problem-based teaching model, and especially the effective and interactive use of demonstration and question-answer methods. Moreover, the results of the pre-test and post-test related to the integrated science process skills test showed that the application in question led to a positive and significant difference in the scientific process skills of the students.

In this study, it is aimed to investigate the effect of the Context-based Instruction Applications, prepared using verbal problems with real-life content and scenarios, on the level of pre-service teachers' learning areas of "heat and temperature" and "movement and force" and their level of creating contexts in daily life. The effect of the Context-based Instruction Applications the pre-service science teachers' level of associating science subjects and concepts with daily life was investigated. The research, which was conducted based on the single group pre-test and post-test experimental pattern, was carried out with 30 pre-service science teachers and data were collected with open-ended questionnaires prepared related to the use of learning areas in real life. At the end of the research, an increase was determined in the pre-service teachers' levels of associating the learning fields with daily life, that is, creating contexts between concepts and daily life. In addition, after the applications, it was observed that the pre-service teachers made associations more detailed and with different real-world application areas in real life.

This study seeks to examine the effect of the 5E learning model, as one of the constructivist learning approach models, supported by conceptual change texts and enriched with relevant guidance materials on eliminating the fifth-grade students' (n=42) misconceptions about "Heat and Temperature". A quantitative research approach was employed by conducting the pre-test and post-test quasi-experimental design of the non-equivalent groups, namely the experimental and control groups. Before the implications, the Heat and Temperature Achievement Test (HTAT) was used to determine the academic achievement levels of the students in the experimental and control groups in the topic of heat and temperature. The pre-test results between both group students did not find a significant difference. There was a significant difference in favor of the experimental group between the HTAT post-test results. From the results obtained within the scope of the study, it was concluded that this learning model was effective in eliminating the fifth-grade students' misconceptions about the topic of heat and temperature.

This cross-sectional study aimed to validate students' metacognition awareness inventory in Heat and Temperature material. A total of 167 public senior high school students in Yogyakarta, Indonesia were selected through convenience sampling technique. The heat and temperature metacognition awareness inventory (HeTMAI) inventory consists of six factors, namely: (1) Knowledge of cognition; (2) Planning; (3) Monitoring; (4) Evaluation; (5) Debugging; and (6) Information management. HeTMAI used a 5-point Likert scale. The data was analyzed using the confirmatory factor analysis (CFA) method through the Maximum Likelihood approach. All statistics were found to meet acceptance values. The four GOF indices (X[superscript 2]/df=2.36, CFI=0.97, TLI=0.97, and SRMR=0.06) have supported the fit of the six-factor HeTMAI model. Standardized factor loading (SFL), construct reliability (CR), average variance extracted (AVE) and discriminant values provide evidence that HeTMAI has sufficient convergent and discriminant validity. Cronbach's alpha value of 0.96 indicated HeTMAI has very adequate evidence of reliability.

Teaching with analogies is an important pedagogy that helps learners construct abstract conceptions through reasoning with something familiar. Heat concepts were chosen for this study because they have an intangible nature and involve complex mechanisms that often challenge school-aged learners. Learning this kind of complex concept with analogies involves complicated mental processes that could demand learners' metacognitive abilities; yet, to date, the influence of metacognition has been left unexamined. This study therefore investigated how metacognition differentially affected adolescents' processes and outcomes of analogical learning about abstract heat concepts. Eighty-three eighth graders participated in the study and attended two units of Teaching-With-Analogies on specific heat and heat transfer. This study adopted a mixed-method approach along with within-group comparisons. Among them, eight individuals from each of the high-, moderate- and low-metacognitive groups were interviewed to explore the utilized metacognitive activities and their relation with the ability to reason with analogies. The quantitative findings revealed that analogies benefited the moderate metacognitive learners, and yet did not alter the conceptual understanding of the high and low metacognitive cohorts. A unique explanatory power of metacognition was also observed on the learners' post conceptual understanding, in addition to on their prior knowledge. Verbal process data illustrated that metacognitive abilities substantially influenced every stage of solving heat problems with analogies. The differential outcomes of the analogical learning approach were explained by in-depth case analyses considering the use of prior knowledge and the absence of metacognition during analogical reasoning. Metacognitive characteristics of the dynamic analogy-inferring process for different metacognitive groups were synthesized. The associated implications for the analogical learning approach and accommodations for adolescents of different levels of metacognition are also discussed.

Engineers provide essential services to society, solving pressing challenges through technological inventiveness. Students new to engineering often cite the lure of creative problem solving as attracting them to the discipline. However, traditional engineering curricula typically focus on a narrow application of fundamentals for solving closed-ended problems. Too often, engineering programs do not encourage inventive expression in problem solving. Not surprisingly, the attrition rate for engineering programs is unusually high. Recently, engineering education has shifted its focus to new, more engaging practices that incorporate hands-on methods, boosting prospects for students to engage in creative problem solving. Because service learning provides opportunities for applied work, incorporating it into engineering education programs in can engage students positively and lower attrition rates. Moreover, since engineers are fundamentally involved with social improvement, then engaging students in activities that expand their understanding of the potential impact their skills may impart to a community is not only prudent but best practices. This paper explores two case studies of community-based service learning engineering projects, highlighting community partnerships, analyses and decision-making that helped drive designs and outcomes. It explores how both the communities and students benefitted, focusing notably on the influence these activities had on student understanding of their work, academic and/or professional direction and social consciousness. These are analyzed via longitudinal reporting of students incorporating lessons learned several years post-project. The service learning projects took place in marginalized communities in Denver and Costa Rica. In the Denver project, engineering students designed, built and installed low cost solar heaters into an area with poor housing stock. In Costa Rica, students built a solar water heater for a local school.

We experience (perceive, act upon and react to, and conceptualize) dynamical processes in nature as agentive. Expressed differently, we experience events as resulting from activities and interactions of "Forces of Nature" (such as wind, light, heat, fluids, electricity, substances, and motion) that are conceived of as powerful agents acting and interacting in physical environments. An example would be sunlight creating heat in the Earth's surface layers, and this heat using the atmosphere as a heat engine whose output are the winds on our planet. In the physics of dynamical systems, these forces are characterized in terms of intensive and extensive quantities (i.e., electric potential and electric charge in the case of electricity). The aspect of power is formalized with the help of a generalized energy principle and the rules relating power/energy to intensive and extensive physical quantities. Concrete processes depend upon properties of physical materials (in and through which forces are active) such as (thermal, electrical, etc.) capacity or conductivity. In this paper, we demonstrate how we can create "Embodied Simulations" and "Forces-of-Nature Theater" performances, where children act as forces such as water, heat, electricity, and motion. The embodied logic of the physical play teaches children about the logic of our explanations of physical processes.

A significant amount of energy in the form of heat is lost in industrial processes once it is used in specific processes. Among different technologies, high-temperature heat pumps (HTHP) are a valuable method of recovering low-temperature waste heat in the industry in a very efficient way that can be activated using clean electricity. As a recently investigated technology, they are not yet spread in industrial processes, where traditional technologies are preferred. Therefore, this work shows an HTHP computer program (named HeatPack) to be used as a simulator by the university or technical students of courses included in applied thermodynamics engineering. This interactive and user-friendly platform allows the modification of different operating and design parameters and the working fluid. As outputs, the program provides the rest of the operating parameters and the energy performance of the cycle (quantified by the coefficient of performance, COP). The proposed HTHP and a gas boiler are compared by the program and the energetic, carbon footprint, and economic savings are displayed. Students, as the main target of users of the program, can observe how this technology can provide benefits. For instance, emission reductions in comparison with fossil fuel-based boilers, under which situation the energy performance of the HTHP is higher, and which alternative low global warming potential (GWP) refrigerants can provide more advantages. In addition to the educational use, this software can be used to design and study the integration of HTHPs in existing industrial needs to evaluate the feasibility.

The aim of this study is to examine the "Knowledge of Student Understanding (KSU) of pre-service science teachers on "Heat and Temperature" topics. The sample of the research consists of 268 pre-service teachers studying at the 4th grade in the science teaching program of five different universities in Turkey. This research is a case study. The data of the study are collected with "Student Thinking Comprehension Test" and "Interview Form". "Scoring Rubrics for Knowledge of Student Thinking" and "Rubric for Analysis of Interviews" are used for the analysis of data. The data of the research are analyzed descriptively on the basis of these rubrics. The results of the study reveal that the vast majority of pre-service science teachers cannot effectively diagnose the student's inaccurate knowledge that emerges in solving specific problems in Heat and Temperature? topics. In addition, it is shown that the majority of pre-service science teachers have a little knowledge regarding the difficulties and limitations of students while learning "Heat and Temperature" subjects. According to these results, the KSU of the pre-service science teachers in "Heat and Temperature" topics is insufficient in the process of starting their profession.

Latest studies on situational interest (SI) point out that the expressed situational interest (ESI) and observed situational interest (OSI) of students that emerge during science courses differentiate from each other. However, the studies aiming to determine this difference are rare. Accordingly, the purpose of this qualitative case study is to compare the ESI and OSI of middle school students emerging during a science course and determine what type of sources these students show in relation to their SI changes. Turkish six-graders (N= 30, age 11-12 years) participated in a heat transfer course, and this course was video-recorded. The SI of the students was measured repeatedly in different sequences and periods of the course and examined by combining student self-evaluations and observations from the video recordings. As a result of the study, it was observed that although the SI of the students increased especially during hands-on activities, it decreased in general towards the end of the course, ESI and OSI differentiated with time, and the prominent sources included novelty, personal relevance, concreteness and engagement.

Every student needs feedback to understand a scientific concept deeply. However, with a large number of students in each class, individual feedback is a challenge for teachers in Indonesia. Although there have been many studies conducted to maximize the giving of personal feedback, studies conducted by ensuring the consistency of a student's knowledge of a concept before providing feedback are rarely disclosed. This study aims to develop computer-assisted formative feedback (CAFF) based on students' cognitive resources. Besides, this study also intends to determine student perceptions related to the use of CAFF. This current study involved two experts as advisers in the development process and 31 high school students who acted as participants in the pilot phase. CAFF could identify the students' cognitive resources and then provided interactive feedback to students based on it. Therefore, it will be beneficial to associate students' prior knowledge with scientific concepts. Instead of giving feedback by showing whether or not students' answers are correct, displaying the exact concept text, or providing general instructions to the right concept, CAFF presents feedback by showing students' cognitive resources followed by the interactive explanation associated with specific cognitive resources. Students shared positive perceptions about the program. Cognitive resource diagnoses and forms of feedback in the CAFF model can be further developed on more nuanced topics.

This study describes how culturally relevant pedagogy in a project-based science class improved student engagement and comprehension. We focus on bicultural students exploring cultural objects and household inventions with family members and connecting scientific concepts to their families' funds of knowledge. We use a multiple-case study design to explore six middle school bicultural students' experiences with culturally relevant activities. Findings describe bidirectional knowledge transfer between the home and the classroom in a way that engaged students, affirmed their home cultures, and facilitated subject matter learning.

The achievement of a proper conceptual change is a challenge for students since there are some constraint-based interactions including different ontological categories with the well-known dichotomy of matter or process. To mitigate this state of affairs, more instructional sequences with pedagogical approaches are needed because many students, regardless of their grade or academic background, incline to see science conceptions with emergent processes as an ontological matter. In this regard, compared to the existing ones, a newly-introduced model called Common Knowledge Construction Model (CKCM) is likely to leverage student learning. The purpose of the study was to investigate the possible impact of CKCM on students' understanding of heat transfer. The study had a pretest-post-test, pre-experimental research design based on qualitative data. The participants of the study comprised a total of 30 sixth grade students selected by convenience sampling model at a state school located in the south-east of Turkey. The data were collected via a semi-structured questionnaire consisting of five open-ended questions, and analyzed using coding method of the qualitative data analysis. The results revealed that majority of the participant students explicated their understandings of heat transfer with less alternative conceptions. The results also showed some improvements in students' understanding of heat transfer via the aforementioned teaching model. [Note: The page range (114-136) shown on the PDF is incorrect. The correct page range for this article is p114-135.]

In this research article we explore the efficacy of a game-based learning approach to improve students understanding of the fundamental concepts of physics such as, heat and temperature. Heat and temperature are complex to learn by traditional learning methods. Students face complexities in learning such concepts of Physics. These complexities such as, mixing up the concept of heat and temperature and misinterpretation about the definition which results in misconceptions. A comparison was made between computer simulation-based learning (CSBL) and digital game-based learning (DGBL) for their ability to effectively deliver the concepts of heat and temperature. In this research we use quasi-experimental design with 72 participants (mean age of 19.31 and standard deviation of 1.30). They were divided in two groups (game and simulation). The data was collected by Multiple Choice Questions (MCQ type paper) in accordance with the measured graduated scale Certain Response Index (CRI). The participants of the game group had shown significant decrease of 20% misconceptions in post-test based on CRI scale as compared to the simulation group which was only 16%. The research concludes that the sketch of misconception among students have minimized about 4% more in case of "game group" than "simulation group". The study has been carried out in different colleges of the Lahore, Pakistan. The use of digital game and simulation in the computer-supported environment has given a positive outcome.

In the case of Chemistry subjects at the higher middle level, students tend to have a low performance in terms of academic exploration, either because of lack of motivation or lack of preparation in previous courses. In order to improve not only the academic performance of students in some topics of thermodynamics, but also the quality of teaching, this work proposes the use of some technological tools and practices combined with a constructivist methodology for teaching learning the subject heat capacity at constant pressure. A didactic sequence is designed that includes the use of interactive board as a learning teaching tool, as well as a teaching sequence that did not include the use of the board, to determine the influence of this tool on academic performance. To assess the scope in learning teaching, a questionnaire was designed, which was previously validated with groups of university students. The evaluation was designed for the topic of heat capacity, thus identifying the main alternative conceptions of students, the degree of learning regarding thermodynamic concepts in order to compare the pre- and post-teaching knowledge applied. The results of the post-didactic sequence evaluation, from the point of view of the student who learned using the interactive board, identify an improvement in understanding the main topics, a better willingness to work in the classroom, the ability to molecular representation of phenomena and an improvement in their verbal expression.

The purpose of this study is to develop an instructional materials using discovery learning with cognitive conflict approach to improve vocational students understanding of heat concept. This instructional material was developed using the Four D model, namely define, design, develop, and disseminate. Furthermore, data were obtained from the syllabus, lesson plans, students' worksheet, learning material and conceptual understanding instruments in the form of multiple-choice question with the product categories validated by three experts. Data were collected by examining the achievement of the learning implementation and questionnaire responses of teachers and students that obtained very high practicality categories. Therefore, the instructional materials developed can be stated that feasible and practical to implement with a positive impact on students' conceptual understanding.

This paper tells about the mental model of prospective scholars on the topic of temperature and heat. The purpose of this research is to improve students' mental model by using problem based learning (PBL) model. The number of samples in the study amounted to 72 students with two different classes. The results of the study showed that, (1) the improvement of mental model that studied with PBL was higher than that studied with conventional learning. (2) high-skilled student mental models that are learning with PBL are higher than those studied by conventional learning. (3) low-skilled student mental models that study with PBL are higher than students learning with conventional learning. The conclusion of this study is the improvement of students' mental models using PBL models on the topic of conductivity in water. Thus the PBL model can be recommended in improving students' mental models on temperature and heat topics. The implication in this research is to improve the students' mental model as the agent of science education change.

The training and learning activities for students are primarily conducted in closed environments. The symptoms resulting from living environments in occupied buildings are referred to as "sick building syndrome (SBS)." The aim of this study is to evaluate the SBS associated with the age of a school building. In this research, grounded research design, which is a type of mixed-method approach, was preferred because qualitative and quantitative methods were used to support each other. Four different schools were selected based on the ages of the school buildings by criterion sampling method. These schools were identified to be 1-, 5-, 10-, and 40-year old buildings. Thus, the research sample comprised a total of 423 students. The students were provided with a questionnaire and the data obtained were analyzed with IBM SPSS 25 software. At the end of the research, it was observed that 329 students experience symptoms in the school, and the most commonly experienced physical symptoms are headache (188 students), physical and mental fatigue (175 students), and concentration disorder (142 students). Moreover, a significant relationship was observed between the symptoms experienced by the students during their time in the school and the symptoms they experienced after school. It was revealed that the most uncomfortable places are corridors and washrooms. In general, it can be concluded that the SBS symptoms are observed in four different buildings, and they vary depending on comfort conditions such as hygiene, ventilation, and heating instead of the age of the school building. Furthermore, it was noted that school principals responsible for the administration of school buildings have an important role in the improving or deteriorating of SBS symptoms.

In this study, a valid and reliable multiple-choice achievement test has been developed in order to measure the academic achievement of 8th grade students about the units of "States of Matter and Heat" and "Electricity in Our Life". The pilot study of the achievement test was carried out with 30 questions which were prepared with at least one question from each gain related to unit gains. This study was conducted with 287 students having learned these subjects from two different schools in the central district of Siirt in 2017-2018 academic year. The validity and reliability studies of the achievement test items were performed. For the validity of the test, a table of specifications was prepared, and the test was examined by two faculty members and three science teachers. Item analysis and reliability analyzes of the test were performed with TAP 14.7. As a result of the analyzes, 3 items with low item discrimination index were excluded from the test. Mean discrimination index of the final test including 27 questions was found to be 0.520 and mean item difficulty index was 0.598. As a result of reliability analysis; KR20 value was calculated as 0,840 and Spearman-Brown value was 0,730. As a result of the study, a valid and reliable multiple-choice achievement test was introduced to the science education to measure the academic success of the students in the 8th grades about the units of "States of Matter and Heat "and "Electricity in Our Life".

The purpose of this study was to identify and describe the improvement of students' scientific process skills and scientific creativity. This type of research is quantitative descriptive research with thirty students of Class VII of the junior high school Negeri 12 with the main subjects of temperature and heat. The results showed that the improvement of science process skills with an average n-gain of 0.57 was in the medium category and the n-gain average of scientific creativity was 0.51 in the moderate category. The paired sample T-test shows that after using inquiry-based learning there is an increase in science process skills and scientific creativity with each sig value. <0.05. The Product Moment correlation test also shows that the correlation between the variable science process skills and scientific creativity is 0.69 which means an increase in science process skills as well as an effect on the increase in scientific creativity. Students who are able to do tasks related to science process skills will also be able to do scientific creativity tasks, especially those related to temperature and heat material.

Previous studies on the effectiveness of virtual laboratories for learning have shown inconsistent results over the past decade. The purpose of this research was to explore the effects of a virtual laboratory and meta-cognitive scaffolding on students' data modeling competences. A quasi-experimental design was used. Three classes of eighth graders from southern Taiwan participated in this research and were assigned to the Experimental Group ? (EG ?), the Experimental Group ? (EG ?), and the Control Group (CG). EG ? (n=25) received the virtual laboratory and meta-cognitive scaffolding in the teaching and learning. EG ? (n=28) received the virtual laboratory only in the teaching and learning. The CG (n=27) received the lecture with the cookbook laboratory. The teaching unit was Heat and Specific Heat, and the teaching time for the three groups was six lessons (of 45 minutes each). The Data Modeling Competences Test (DMCT) designed by the research team was used as the data collection instrument. The results showed that the virtual laboratory and meta-cognitive scaffolding had effects on students' data modeling competences. This research shows the importance of the meta-cognitive scaffolding strategy for virtual laboratories when conducting data modeling teaching.

Satellite remote sensing has been largely adopted in all kinds of environmental applications as it has proved to be an excellent tool for research and decision-making purposes. It has also been recognized as an important educational tool in the past years. However, it has been insufficiently incorporated in school practice, especially at the elementary level. This article describes the use of remotes sensing as a tool to present science topics in the elementary classroom. A phenomenon-based approach was adopted to introduce the Urban Heat Island Effect (UHI) to eighty-one second and third-grade students. The students' experiences in their learning environment were collected with the use of a questionnaire developed for that purpose. The pedagogical approach encouraged the students' critical thinking and individual observations to try to explain the phenomenon working with the other students and the adults in the class- room. The phenomenon-based approach, along with the powerful visualizations of the remotely sensed data kept the students motivated and active. Seventy-one percent of the students reported that this was an engaging activity, and seventy-eight percent said that they would like to participate in similar activities in the future. The rest of the responses were neutral. None of the students were previously familiar with remote sensing or the UHI. This experience showed that it is critical to have adequate and appropriate resources readily available, as well as efficient facilitation in order to tackle this pedagogical approach. The activity was organized for Earth Observation Day (EOD), 2016, in the framework of a West Virginia View funded project. EOD is a STEM (Science, Technology, Engineering, and Mathematics) educational outreach event that occurs yearly and during which scientists, all of whom are experts in remote sensing and related geospatial technologies, are available to support teachers in their respective states.

A driving factor in designing interactive museum exhibits to support simultaneous users is that visitors learn from one another via observation and conversation. Researchers typically analyze such collaborative interactions among museumgoers through manual coding of live- or video-recorded exhibit use. We sought to determine how log data from an interactive multi-user exhibit could indicate patterns in visitor interactions that could shed light on informal collaborative learning. We characterized patterns from log data generated by an interactive tangible tabletop exhibit using factors like "pace of activity" and the timing of "success events." Here we describe processes for parsing and visualizing log data and explore what these processes revealed about individual and group interactions with interactive museum exhibits. Using clustering techniques to categorize museumgoer behavior and heat maps to visualize patterns in the log data, we found distinct trends in how users solved the exhibit. Some players seemed more reflective, while others seemed more achievement oriented. We also found that the most productive sessions occurred when players occupied all four areas of the table, suggesting that the activity design had the desired outcome of promoting collaborative activity.

This paper presents a design project and its assessment in an undergraduate control theory course. In the project, students mathematically modeled the thermal dynamics of a glass incubator and its heat source. Based on these models, they designed a lag compensator to keep the incubator temperature in a safe range when the external temperature fluctuates. It is hypothesized that activities planned in this real-world project can facilitate the learning of difficult controller design via the frequency response method. Multiple facets of student learning were assessed, including; (1) a two-level objective assessment based on students' written reports; and (2) four-category student self-evaluation surveys. The former identifies how the project helps achieve ABET outcomes and how each of the four project activities support learning outcomes. Surveys assess students' factorial knowledge and their perception about the project. Assessment results demonstrate that this project-based-learning experience effectively aids students in grasping difficult frequency-domain concepts and design methods.

This study aimed to present a module related to the use of concept cartoons integrated into problem-based learning (PBL) method in science lessons. As part of the study, concept cartoons were developed based on scenarios dealing with daily life situations. A module was designed using these concept cartoons. The module focused on the topic "heat insulation" under the unit "matter and heat" in the 6th grade science curriculum and was implemented in 9 different classrooms at 9 different schools. Semi-structured interview technique was used to learn the students' (n=27) views about the module. The students explained that they learned the subject of heat insulation in a meaningful way, remembered their previous knowledge through the activities, could associate the science topics with daily life more easily, and that their interest in the lesson increased.

The aim of this study is to investigate the problems encountered during education by the Department of Turkish Language and Literature students who receive pedagogical formation training. The case study was used as a qualitative research design, in which students' opinions were obtained by using a semi-structured interview form. 36 students voluntarily participated in the study, in which the convenience sampling method was used. The collected data were evaluated by using the content analysis method. The findings of the study show that the students consider the formation training necessary; that some of the lecturers did not fully teach the curriculum; they had problems with lighting and heating in the classroom; and they could not focus on the departmental courses due to the addition of the formation courses. In addition, students believe that pedagogical formation training should not be used for commercial purposes.

How to help teachers to design teaching plan for raising student's competency at secondary school in Laos is now of great concern. On the other hand, teachers teach sciences almost by lecturing theoretical only. They rarely explain the problems based on actual phenomena that occur in pupils' daily life nor do experiment during the class. Thus, one of the vital concerns for Lao's science education is that the summative and formative assessment for science learning are both only focused on evaluating the pupils' knowledge. To develop experimental competence, we developed and evaluated a practical science course "Heat and temperature" with hands on activities and realistic application, using action research approach. For measuring experimental competence, the framework for practical assessment from some previous researchers was adapted and used. In this paper, we describe the process and experiences of how to develop the course with comprehensive worksheets and hands on equipment. We also interpret the way to gather evidence of experimental competence during the course. As a result, the course with hands-on activities and realistic application can significantly develop the following indicators of experimental competence: "Make logical reasoning to find out what to investigate", "Identify which physics quantity should be measured or which phenomena should be observed", "Describe experimental design", "Collect experimental data", "Interpret experimental data".

Comics have an important role in non-formal learning environments. However, how comics may be effective teaching/learning activitities in formal education is an ongoing debate in literature. The purpose of this study is to create and evaluate a series of instructional comics about heat related concepts to be used as teaching/learning activities in real classroom settings. This research is designed as a case study aiming to observe and explain students' reactions to the implementation of an instructional intervention. In this study, six instructional comics about heat related concepts having empty speech balloons were constructed and implemented to a group of 6th graders as balloon completing activities. It was observed that many students completed empty balloons with several wrong statements, and it was concluded that students' wrong statements have crucial feedback for dealing with students' preconceptions about science concepts.

High level, abstract engineering thinking and design is a subject that is hardly addressed in current curricula for secondary education. This is contradictory to the increasing need for more in depth STEM education in secondary schools dictated by the evolution of our society towards an ever more STEM based information society. In this paper an approach is presented to introduce 16 year old Belgian pupils to some of the most important, basic concepts of control theory. Control theory is here exemplary for more general engineering science. The problem used to introduce control theory is that of heating system design in houses.

The goals of this advanced physics laboratory course emphasized not only to improve students' physics knowledge but also spectrum scientific abilities in particular for preparing their future-ready competencies. One of those scientific abilities was initiated to study that was "the ability to design experiment". It was the fundamental ability in help enhance students' higher order thinking in solving problems and self-operating their own labs scientifically. Besides, this corresponds to a crucial national policy of Thailand. There has been promoted innovative thinking skills to step onward driving the Thailand economy. This study was a preliminary report on the students' experimental design ability towards the students' learning engagement in a guided inquiry lab which involved to the physics concept of heat transfer. To investigate the ability, 18 senior-physics students enrolled the course were required to work in three groups of 4 to 6. In the investigation, a guided-inquiry lab set and worksheets were substantially designed and validated by three physics university lecturers who had teaching experiences for over 10 years. The guided worksheets were straightforwardly structured by considering five subabilities dealing with the ability to design experiment. Those worksheets were viewed as a lab report and also used as a main research tool to help follow and collect data about the students' experimental design ability. The key format of the worksheets was that guided inquiry questions and black spaces were contained. This aimed to actively engage the students in the experiment since (1) linking physics concept, (2) defining measurement variables, (3) clarifying an experimental procedure, (4) selecting equipment and materials, and (5) minimizing errors. In each of the five abilities, the students had to individually investigate the answers of guided-inquiry questions and then shared ideas with their groups till they could solve the main problem of the lab. Additionally, video recordings were collected to triangulate qualitative data of the students' learning engagement. From observation, we found that the students spent about 6 hours in total (3 hours for designing the experiment by working on answering the guided-inquiry questions and 3 hours for doing the experiment) to complete the experimentation. The most time-consuming (about an hour) was in the step of linking physics knowledge to formulate a situation in order to solve the problem. The result found that there were no students who could design the experiment to solve the problem correctly but all of them were able to formulate the situations relating to the solving problem. All experiments designed could be practical. The main difficulty was from the students' misunderstanding of heat transfer. They did not determine the heat transfer from all objects in the closed system. This was the most difficult point in enhancing this ability. Moreover, there were many unexpected sub-abilities: basic measurements, using scientific equipment, and also identifying variables. Besides, the students were required to self-assess their proficiency on a 4-point rubric test. The first-two lowest average scores were in items relating to the sub-abilities to link physics knowledge and to clarify an experimental procedure.

The first law of thermodynamics does not forbid heat engines with 100% thermodynamic efficiency; it is the second law of thermodynamics which states that heat engines cannot obtain 100% efficiency. Can the first law ever show this second law result? Yes. We show that the first law alone can show that some heat engines cannot achieve efficiencies of 100% when self-contained cycles (which we define) are considered for some temperature reservoirs. Self-contained cycles do not rely on the surroundings for anything but heat transfer to the cycle. Self-contained cycles require that any work input required by the cycle must come from previously stored energy from the cycle (such as, by potential energy in a weight previously lifted by the engine when performing work). Also, any regenerative heat output must occur before it is used as regenerative heat input. Using an example of a self-contained modified Carnot cycle that utilizes an ideal gas, the first law shows that efficiencies of 100% are not possible for T[subscript H] < 2 T[subscript C], where TH is at a hotter temperature than T[subscript C], a colder temperature. These cycles, which could operate through a finite temperature difference ??? in some regions of a PV diagram, are not possible in other regions.