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A qualitative analysis of preservice elementary teachers' conceptions of heat transfer and temperature
Abstract
The purpose of this study was to determine the level of understanding concerning heat transfer and temperature held by preservice elementary teachers. Three questions were identified: (1) What did preservice elementary teachers know about everyday phenomena that involved heat transfer and temperature? (2) How did their answers compare with answers accepted by most experts as being correct? (3) How did their answers compare with answers given by elementary students as reported in the literature? Eleven elementary education majors from a midwestern university elementary science methods class were interviewed using an interview-about-instances technique. Interview transcripts were analyzed using a variety of matrices. Frequent peer reviews and member checks were made to insure the validity and consistency of the findings. Detailed description of the setting, methods, and the findings were provided to accurately represent the multiple realities. The following conclusions were made based on the results: (1) The conceptual model of heat transfer and temperature used by the subjects in the study more closely resembled the caloric theory than modern thermodynamics. (2) The problem-solving method employed by the subjects consisted largely of recalled facts and personal experiences. The subjects were unable to deal successfully with interactions between two or more variables. (3) The idea of temperature as a relative measure is well-developed in the subjects but does not appear to be grounded in the kinetic theory of matter. (4) The conceptions held by the subjects matches closely with those reported being held by older elementary children. The findings of this study suggest that alternative methods should be employed in teaching science to future elementary teachers. The methods might include making them aware of their current conceptions before providing them with activities to change any incorrect conceptions they may have.
Subject Area
Science education|Teacher education
Recommended Citation
Tilgner, Peggy Jane, "A qualitative analysis of preservice elementary teachers' conceptions of heat transfer and temperature" (1990). ETD collection for University of Nebraska-Lincoln. AAI9108252.
https://digitalcommons.unl.edu/dissertations/AAI9108252