Helping Pregraduate Students Reach Deep Understanding of the Second Law of Thermodynamics

Autor/inn/en	Atarés, Lorena; Canet, M. Jose; Trujillo, Macarena; Benlloch-Dualde, José Vte.; Paricio Royo, Javier; Fernandez-March, Amparo
Titel	Helping Pregraduate Students Reach Deep Understanding of the Second Law of Thermodynamics
Quelle	In: Education Sciences, 11 (2021), Artikel 539 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Canet, M. Jose) ORCID (Benlloch-Dualde, José Vte.)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Thermodynamics; Scientific Concepts; Concept Formation; Misconceptions; Difficulty Level; Prior Learning; Mathematics Skills; Instructional Effectiveness; Science Instruction; Undergraduate Students; Introductory Courses; College Science + Suchen Sie Ihr Suchwort? Thermodynamik; Concept learning; Begriffsbildung; Missverständnis; Schwierigkeitsgrad; Vorkenntnisse; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Unterrichtserfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs
Abstract	Pregraduate students often have low success expectations toward their thermodynamics courses, which are often considered too abstract and remarkably difficult to understand. For this reason, they may not even try to reach any level of comprehension while settling for reproducing mathematical calculations and memorizing definitions to pass the exams. Traditional lectures on thermodynamics, focusing on mathematical deductions while neglecting the qualitative characterization of the concepts behind the equations, do not help in this respect. Aiming at a change in the teaching practice and focused on the second law of thermodynamics, the main goals of this work are to characterize the way of reasoning of the expert; to present a review on the most important learning difficulties encountered by students and categorize them into three groups: the disregard of qualitative understanding, the inherent conceptual difficulties, and those related to the students' previous knowledge; and to propose some suitable teaching practices to assist instructors in this difficult but rewarding task. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01