COMPUTER SIMULATIONS VERSUS PHYSICAL EXPERIMENTS: A GENDER COMPARISON OF IMPLEMENTATION METHODS FOR INQUIRY-BASED HEAT TRANSFER ACTIVITIES

摘要

Heat and temperature concepts are found at all levels in the science curricula and are well-known for creating conceptual difficulties for learners.Carlton found many students described temperature as”...a measure of how hot or cold something feels”(p.102).Others found students believed there is no difference between heat and temperature or that heat is a form of energy.While it could be hypothesized that the more coursework taken,the greater the conceptual understanding,Jasen and Oberem found that the number of courses/semesters of physical science taken had”minimal influence”(p.892)on students’abilities to correctly answer questions on thermal equilibrium and heat transfer.