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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.

We present an example of one of the modelling projects we assign to students in our differential equations classes. Students are asked to determine how to run a cost-efficient hot water heating system. We consider a cylindrical tank filled with water and heated by a heating element immersed in it. Together with students we discuss physical laws governing the process and make assumptions necessary to build a model. One of the goals of the modelling activity is to compute the time needed for water to reach the desired temperature given the power of the heating element and the size of the water tank. Several different scenarios can be discussed. Assuming the cost of heating the water is directly related to the time for which the power is ON, students can choose the most cost-efficient scenario. We provide the description of several modelling activities and obtained results.

After waiting in a long line for your favourite cup of coffee, you finally sit down with your mug and find that the coffee is still scalding hot! How long do you need to wait before you can enjoy it? Once it cools enough, how much time do you have to enjoy it? Are there ways to speed up the process? These questions motivate the presented modelling scenario about tracking the temperature of a cup of coffee as it cools. Students are put in the role of an inquisitive coffee enthusiast who does their due diligence in preventing burns and carefully experimenting on their coffee so that they, and others to come, can enjoy that perfect cup. They identify their assumptions and interventions before developing model differential equations for each case, which force discontinuities on the derivative and even on the solution itself. Being familiar with basic Laplace transforms and learning key properties of the unit step and unit impulse functions, they solve these differential equations and compare the interval of time when the coffee will be at its peak level of enjoyment. This paper includes an implementation guide, grading rubric, example solutions, and example assessment questions.

Most primary school students, although they grasp the scientific concepts of heat convection at the macroscopic level, commonly fail to visualize those concepts. Therefore, our research aims to enact a constructivist teaching sequence (CTS) to restructure students' visualization changes, ultimately enabling them to synergize macroscopic and sub-microscopic levels of understanding and visual representation. This study has employed a case study, combining qualitative and quantitative data to obtain an in-depth explanation. The quantitative data represent the percentage of the students' visual representation category and their understanding of pattern changes before and after the intervention. Meanwhile, the ways students presented their thoughts about a concept based on their visual representation are presented via qualitative data. All data come from the participants, comprising 69 fifth-grade elementary school students at one public school in Indonesia. Our research findings show that students' understanding of heat convection at both macroscopic and sub-microscopic levels improved to scientific conception, after undertaking the learning process using CTS. In addition, the use of CTS fostered a level of visual representation change regarding "construction" that dominated compared with other approaches: students shifted their visual representations from the varying styles of undefined drawing (UD), non-microscopic drawing (NMD), or no drawing (ND), to partial drawing (PD) and scientific drawing (SD).

Thermal cameras have shown to have utility in secondary school classrooms and undergraduate courses. In this paper, the author argues for their potential in the primary school classroom and presents a range of activities that can be undertaken with thermal cameras (or supplied images). With limited access in mind, the activities in this paper have been designed to be practiced in 'demonstration mode' with only one thermal camera or even by using a bank of existing photographs made available to teachers and students. Activities can be modified for individual use or for use in small groups if students have one-to-one access to the cameras.

This article considers starting with an existing SIMIODE modeling scenario [Winkel, B. (2015). 1-031-CoolIt-ModelingScenario. SIMIODE (Version 2.0). "QUBES Educational Resources." https://doi.org/10.25334/3WG8-EC31] that develops Newton's law of cooling by considering data on the cooling of a beaker of water in a room, and expanding upon it to create a longer project modeling the temperature of a building with an internal heat pump that is also subject to a sinusoidal varying outside temperature. The proposed project was undertaken early on in the course, since little background was required, and a longer project format was utilised so that students could return to the project and see direct applications of new concepts, such as autonomous vs. nonautonomous ordinary differential equations, slope fields, and Euler's method as they were introduced. The project prompt is provided as well as a detailed discussion of the motivation behind the questions. Finally, the pros and cons of requiring the students to submit a written lab report for the project are reflected upon and a sample rubric is provided.

The French natural philosopher Henri Victor Regnault (1810-1878) was one of many researchers who contributed to the development of the thermometer in the 19th century. In this paper, we use an example from Regnault's work to explore how the history of thermometry can provide a context for teaching upper-secondary chemistry students about the nature of science (NOS), particularly its aims and values. The study takes form as a hermeneutical spiral, wherein literature on the history and philosophy of science, NOS, the family resemblance approach (FRA), NOS teaching, characteristics of narratives, and the new performative paradigm feed into the spiral, along with input from an empirical study. A teaching unit (n = 21, duration = 90 min) was developed and tested on Norwegian students aged 17-18 years, and a thematic analysis of students' statements (n = 13) was carried out. The students identified "being first," "usefulness," "accuracy," and "minimalism" as values and aims that guided Regnault's work. We argue that the use of this particular historical episode framed within FRA (1) invited students to identify with the human actor--Regnault, (2) invited students into the historical context of the development of the thermometer, and (3) demonstrated complexity and provided context to support students' own construction of their understanding of NOS. To summarize, by deriving the term "research with" from the performative paradigm and using the context of the historical episode related to the thermometer within the FRA framework students were invited to research with Henri Regnault.

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.

Tofu, a traditional Chinese food, is now popular worldwide. However, few people notice the chemistry that is involved in its production. To shed light on this, we have designed a simple demonstration for lower-level undergraduates in organic chemistry or biochemistry courses to help them understand the chemistry principles that underlie the curdling step in tofu processing. Raw soymilk is relatively stable without heating, even with the addition of coagulants. However, heat treatment denatures the soy proteins in soymilk, which makes them more amenable to coagulation. This coagulation is further promoted with salt coagulants, such as calcium gluconate, zinc gluconate, and calcium lactate. Acid coagulants such as white vinegar or grape, orange, and lemon juice can also induce coagulation due to their acidic properties. Based on our results and on previous reports, we illustrate the curdling mechanism in this work. This demonstration can also be used as an at-home experiment during lab closure situations, such as a pandemic, and can arouse students' curiosity about the coagulation of other food proteins and the process of making alternative tofu.

The Planetary Health (PH) approach addresses health risks resulting from anthropogenic climate change. It offers an integrative understanding of nature, whereby humans and their health are regarded as part of nature, and individual concerns are situated in relation to the interactions between society and the environment. However, this approach has not yet been incorporated into educational practice. Thus, this article presents the potential of PH for secondary educational measures from the perspective of Geography. Using the concept of system competence, this contribution illustrates how PH can be integrated into the established concept of Education for Sustainable Development. While previous concepts in the context of climate change have focused on mitigation, the examples presented are dedicated to adaptation.

The engagement of students in processes for evaluating scientific arguments is particularly important for science education of all students. Research studying students' abilities to evaluate scientific arguments based on their evidence is limited. The present paper investigates the impact of a teaching sequence for temperature and heat, which is based on the teaching science-as-practice approach, on primary school students' abilities to evaluate the evidence of the written scientific arguments they read. The instructional material developed was implemented to 262 students aged 12 years. A questionnaire was developed and completed by the students before and after the implementation of the teaching-learning sequence. The data analysis showed that the teaching sequence significantly contributed to improving students' abilities to locate evidence in arguments, identify relevant supporting evidence that should be included in arguments, evaluate whether a piece of evidence is strong or weak, and compare and evaluate two arguments according to the evidence they include. This study provides preliminary evidence that a teaching sequence which is based on the teaching science-as-practice approach may be effective for increasing primary school students' abilities to evaluate the evidence of scientific arguments. The results of this study and their implications for both research and practice are discussed.

Infrared (IR) technologies have been universally acknowledged as a valuable pedagogical tool for exploring novel and abstract scientific subjects in science education. This study explores the roles of IR images played in middle school students' Evidence-based Reasoning (EBR) process in support of the understanding of the heat radiation process. Specifically, we implement image processing algorithms explicitly for the visual artifacts mentioned in students' descriptions of the radiation phenomenon to obtain the numeric representations of their corresponding features. Meanwhile, the quality of those descriptions is further coded with the guidance of the EBR framework for indicating students' understanding levels of the phenomenon. Finally, the associations between the numerical image features and the quality of descriptions are analyzed to examine the effectiveness of the IR visual artifacts in helping students understand the heat radiation process. The analytical results found that the image features are further positively correlated with the quality of the descriptions generated by students for the heat radiation. The results further suggest the IR images have the potential of driving students to think proactively and explore detailed procedural changes in learning the heat radiation process. Finally, our study calls for the integration of interdisciplinary instructional approaches in science education to reduce students' cognitive load and guide learning attention, for example, incorporating visualization and relevant processing approaches to present and analyze the otherwise invisible abstract process to help students make sense related knowledge more easily.

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.

Changing where, when, and how objects are studied is central to lab-based science (Knorr Cetina, 1999). Science involves changing the scale of objects--particularly scales of size, time, and intensity--from what is experienced in the world. Similar to investigations conducted in science laboratories, classroom investigations involve re-representing and re-scaling entities, manipulating them, and observing effects in new locations and timescales. However, this aspect of investigation is under-studied and under-utilized as a resource for learning. We argue that, from elementary school, children can experience quantification, or identifying, developing, and working with variables, as consequential and can take up differences in representation and scale in empirical investigations as opportunities for sense-making and conceptual progress. We describe two instantiations of an investigation into heating and cooling, showing that 7- and 8-year-old students oriented to gaps and ambiguities related to temperature and that the redesign supported children and teachers to take up temperature for productive sense-making and conceptual progress. We examine opportunities for quantification across the heating and cooling investigation and a second investigation into landforms. This work has implications for supporting quantification in science activity in the early grades and using empirical investigations as opportunities for sense-making.

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 recent years, solar-powered photocatalytic water splitting for hydrogen production has drawn great attention as a method to supply clean energy and reduce environmental pollution. This approach, driven by solar energy to synthesize hydrogen gas, is completely renewable and can be used to power hydrogen fuel cells to effectively solve the global energy problem, while only releasing environmentally benign water. Accordingly, popularizing this subject and educating students with the knowledge of this powerful technology are urgently needed. In this paper, Pt-loaded commercial titanium dioxide (P25) is used as the photocatalyst to explore the process of photocatalytic hydrogen evolution. A simple experimental demonstration is presented, integrating photocatalytic hydrogen production with a hydrogen fuel cell system in chemistry class. This experiment is suitable for use with undergraduate students as a systematic and basic laboratory experience or as a demonstration for primary/middle/high school students to stimulate their research interests in field of renewable energy. The principles and reaction mechanisms involved in both photocatalytic water splitting and hydrogen fuel cell operation, as well as the experimental design to link photocatalysis with fuel cells, are systematically discussed.

The benzoin condensation of benzaldehyde is a staple of the undergraduate organic chemistry laboratory, introducing the current topic of nucleophilic carbene organocatalysis. Our procedure makes notable improvements to current practice, including the elimination of solvent waste and an "18-fold reduction of reaction time." We have demonstrated that microwave heating provides yields comparable to current practice in 5 min, using significantly less power (70 W) than traditional heating methods. The highest yields were obtained with N,N'-(2,4,6-trimethylphenyl)imidazolium chloride (IMes·HCl) as the catalyst and 1,8-diazabicyclo[5.4.0]undec-7-ene (DBU) as the base. Our procedure has been successfully executed by multiple cohorts of organic chemistry undergraduates, both with and without pandemic social distancing constraints.

The Arduino microcontroller is currently one of the favorite tools of makers, and many teachers have used it in teaching or experiments. In addition, light-emitting diode (LED) smart lighting is the worldwide trend in lighting. There are many teaching demonstrations or applications of color addition using LEDs. Furthermore, the Internet of Things (IoT) is a popular emerging technology today, and the sensor is the most important component in the perception layer of the IoT, which makes teaching, research, or application related to sensors very important. Therefore, this study shows that an Arduino microcontroller can be used as an experimental setup for the teaching of light color mixing, light intensity detection, and ambient temperature sensing via a tricolor (red, green, and blue [RGB]) LED and two types of sensors: photoresistors and thermistors. The setup has intuitive, concrete, and multifunctional features, and is expandable, which is different from the typical experimental setup designed for only a single specific purpose. It is also suitable for students learning about light color mixing and sensor-related physics course experiments or demonstrations, whether they be in high school or college.

Knowledge related to photochemistry has been gradually introduced as a part of chemistry courses at both undergraduate and postgraduate levels. However, due to their complex conceptual principles, limited class time, and tedious experimental setup and methodologies, students tend to encounter difficulties in understanding the concepts and comprehending the applications of fluorescence in their daily lives. Hence, developing effective multidisciplinary approaches to help students understand such intricate and complicated concepts remains a focus for most chemistry educators. In this study, we demonstrated the introduction of the excitation-emission matrix and how it can be used to monitor the effect of thermal treatment on different olive oils via the fluorescence fingerprinting method. The heating effect on the fluorescent properties of three olive oils, including extra virgin olive oil, refined olive oil, and blended olive oil, was discussed in a multidisciplinary approach that incorporates mathematical analyses. A speed-reading-based informative questionnaire survey was also conducted on students to investigate whether this method was effective in aiding students to better understand the physical significance of the excitation-emission matrix and its relevance to their daily lives. The acceptability and extensibility of this method were further evaluated by the student's performance in this survey.

Calorimetry is a central concept in the first semester general chemistry curriculum, and constant pressure (coffee-cup) calorimetry is a common experiment in the laboratory. However, constant volume (bomb) calorimetry is traditionally reserved for the physical chemistry laboratory. This article describes the advantages of incorporating bomb calorimetry into the general chemistry laboratory by detailing an experiment on evaluating the heats of combustion of coals. Results from this experiment revealed that those coals with higher carbon contents have higher heats of combustion. The expected learning goals of this experiment and their assessment are detailed in the article. By combining coffee-cup and bomb calorimetry experiments, students gained a better understanding of closed, open, and isolated systems and were better able to discern the differences between enthalpy and internal energy. The bomb calorimetry of coals provided an excellent springboard for climate change discussions including an exploration into the types of coals, their impurities, and their formation. Students learned that it is the nitrogen and sulfur oxides, the inevitable byproducts from coal-powered electricity generation, which lead to acid rain. The connection between increasing atmospheric CO2 levels resulting from fossil fuel combustion and global climate change was explored using published data. A primary literature article on assessing the value of plastic wastes as a fuel was also incorporated into the discussion. Such discussions in the general chemistry curriculum with students from a broad spectrum of majors are critical, given the dire consequences of global climate change predicted by the 2022 Intergovernmental Panel on Climate Change (IPPCC).

Climate change and the urban heat island (UHI) effect are increasing extreme heat risk in cities across the world, and have already made extreme heat the top weather-related cause of death in the United States. Despite this, understanding of viable strategies to address extreme heat is still limited, for both decision-makers and the public. Using a design-based research methodology, we developed an interactive educational game, "Chill City," which teaches players about possible heat planning strategies and their tradeoffs. We surveyed adult, non-expert players to understand the game's reception and impacts. Players expressed that they enjoyed the game and that it helped them better understand heat planning strategies and the environmental, social, and economic tradeoffs associated with them. We argue that environmental games offer educational potential for adult learners on issues of extreme heat and climate change that should be further explored to inform effective approaches and designs.

This paper reports the quantification of Ca, Mg, and Fe as micronutrients in different vegetables (spinach, sugar beets, and carrots) from raw and processed samples. Simple extraction procedures, titrations, and spectrophotometric analysis were used to determine the amounts of micronutrients before and after cooking. From the obtained results, an ANOVA analysis was performed to determine statistical differences between the samples. Results show that the final amounts of micronutrients decreased after cooking for all vegetables.