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Introduction
In this journal, the authors' goal of the title "Misconception of heat temperature among physics
students" provides an illustration of the problem of student misconceptions on temperature and heat matter. This
is built because of the many misconceptions that occur in students. Students and even some students before
attending the process of physics learning in informal schools or campus has brought the initial concept of
physics. the initial concepts they carry are sometimes inappropriate or contrary to the concepts that experts
receive. This journal contains ways to answer the problem of misconception that happened to the students. in
accordance with the author's observation of the problem of misconception that occurs in the students, this
journal tries to solve the problem of misconception on the material of physics, especially the material
temperature and heat. The existing misconceptions that have been corrected are also very difficult, especially
when the concept is indeed useful in real life. this study focuses on investigating the factors that affect student
performance. So in the introduction it contains all the research issues, and this fits perfectly with the educational
context that is very important to examine.
B. Journal Analysis
The name of the journal Procedia social and behavioral scienes
Volume Publishing Vol. 12, pages. 600-614
Copyright 2011
Edition 1
The number of articles 1
The title of article Misconception of heat temperature among physics
students
Author Almahdi Ali Alwan
Formulation of the problem The best of the researcher's knowledge, no research
done in Libya is misunderstood in physics among
science students in the faculty of Education, Al.fateh,
and the factors that are emerging in physics
achievement. Therefore, this study focuses on factors
influencing student performance at Al.fateh
University, Libya.
Reseach objectives 1. 1. To find out whether gender variables are
associated with students' misconceptions in physics.
2. To find out if previous knowledge about students in
high school physics deals with students of
misunderstanding in physics
C. Conclusion
From this fundamental idea, it is suggested that the teacher teach the concept of heat
and temperature of the thermal situation or student experience and then identify the contrast
and make a comparison between conceptions until the students clearly understand how the
concept describes the situation. Thus, the previous student's understanding. Knowledge is
useful in providing the right situations and pedagogy. Multiple contexts should be used to
introduce and explain the concepts of heat and temperature, so that students can better
understand concepts and see how the concept is transferred and applied. This new approach
should pay attention to the heat knowledge experienced by previous students
and temperature.
The students already have an idea of the thermal situation before they enter
theclassroom. That
The new learning approach should be more emphasis on helping students build scientific
thinking and analysis. In addition, to develop students' understanding of differences in heat
and temperature, teachers must help Students realize that mass is also an important factor of
heat energy. The term intensive and broad sum should be explained to the students.
Understanding this term will help students to identify clearly
differences in heat and temperature. This idea is similar to the work of Kesidou and Duit
(1993) when an extensive intensive framework is used as a criterion to indicate students'
difficulties in the difference between heat and temperature.
Perhaps an intensive and extensive amount can help students understand the
difference between heat capacity and specific heat capacity. One of the findings of this study
is that sometimes, students describe an event using a faulty concept concept. Apparently,
using the formula is not in line with the development of conceptual understanding and
encouragement emitted transferring the concept Although students are able to use formulas
and solve theory or mathematics problem, but they do not understand the underlying concept
of the formula.
Therefore, teaching should place more emphasis on:
1) Encourage students to use Lab's physics experiments.
2) Physics teachers should use a modern approach in physics.
3) Develop a conceptual understanding of students before solving theoretical or mathematical
problems.
4) Encourage students to express their ideas by using technical terms and concepts with an
event consistent in order to improve student heat transfer and thermodynamic concepts.
5) Make educational and psychological periods for professors of scientific programs as
(physics, chemistry, biology and mathematics) because they do not study education and
psychology courses.