The study of the junior high school student's understanding in his second year to the concept of Specific Heat

• Main Author: 陳茂龍
• Other Authors: 徐順益
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/67861946145505799786

碩士 === 國立彰化師範大學 === 物理學系 === 92 === The study of the junior high school student’s understanding in his second year to the concept of Specific Heat Abstract This research is to study the confusing conceptions of specific heat in thermology of the 8th graders (students in the second year in junior high school). The target population is the ordinary students in certain junior high school in Changhua County in Taiwan, R.O.C. Stratified random sampling is from 28 classes, including 525 boys and 503 girls. 71 boys and 68 girls were randomly picked up for this study. The researcher, in person, prepared “the examination in specific heat in thermology for the 8th graders.” There were eight question-and-answer writing questions. The examination questions were carefully prepared and went through the steps as pilot test, analysis, revision, pretest, and one more revision. The researcher derived and studied 122 valid samples. Besides, 14 students giving uncertain answers were chosen for interviews. And here generalized several representative confusing conceptions: I. While objects are heating, different density of objects absorbs different calorific capacity, results different temperature, and influences diathermancy. II. Different objects with same mass absorb same calorific capacity and have same temperatures while they are heating. Students do not have the conception that different objects have different specific heat. III. While different objects with same mass are heating, the objects with higher specific heat absorb more calorific capacity. Therefore, while they reach thermal equilibrium, they end up with higher temperatures. Students are confused with specific heat and temperatures. IV. While different objects with same mass reach their thermal equilibrium, the objects with obvious temperature differences absorb (or liberate) more calorific capacity. Students are confused with specific heat and calorific capacity. V. While liquids are heating, different boiling points, different purity, and different density cause different calorific capacity and temperatures. Students consider irrelevant factors. VI. When different liquids blended with equivalent pure water in low temperature reach thermal equilibrium, factors like the temperatures of the blending liquids, the boiling points of the liquids, density, and purity are all relevant. Students consider irrelevant factors. VII. When different liquids blended with equivalent pure water in low temperature reach thermal equilibrium, the result of the identical temperature difference indicates that pure water absorbs equivalent calorific capacity and needs equivalent liquids as well. Students are confused with the relevance between specific heat and mass. VIII. When different liquids blended with equivalent pure water in low temperature reach thermal equilibrium, the blending liquids result in same temperatures. Students do not consider specific heat. IX. While different liquids with same mass are heating, the liquids with higher boiling points continuously rise, so they results in higher temperature. Students do not comprehend the characteristics of specific heat. This study suggests that, in the area of science and technology, not only should the specific heat be instructed in the speed of diathermancy of objects, but also the thermal conductivity. This study also suggests that instructors teach students more conceptual questions and find out what students are confused with. Practice remedial instructions according to these confusing conceptions.