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Reconstructing the science of heat for better teaching and learning /
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés Alemán |
| Publicado: |
New York :
Nova Science Publishers,
©2009.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- RECONSTRUCTING THE SCIENCEOF HEAT FOR BETTER TEACHINGAND LEARNING; RECONSTRUCTING THE SCIENCEOF HEAT FOR BETTER TEACHINGAND LEARNING; CONTENTS; PREFACE; Chapter 1INTRODUCTION; Chapter 2LITERATURE REVIEW; STUDENTS' CONCEPTIONS IN BASIC THERMODYNAMICS; THE NATURE OF HEAT; HEAT AND TEMPERATURE; Chapter 3STUDENTS'UNDERSTANDING OF THE BASICTHERMAL CONCEPTS:METHODOLOGY; METHODS; PARTICIPANTS; QUESTIONS; DATA ANALYSIS; Chapter 4STUDENTS'UNDERSTANDING OF THE BASICTHERMAL CONCEPTS: RESULTS; DEFINITION OF HEAT; HEAT AND HOTNESS; HEAT AND TEMPERATURE; HEAT AND INTERNAL (THERMAL) ENERGY.
- PROCESS AND MECHANISM OF HEAT TRANSFERCONDITIONS FOR HEAT TRANSFER BETWEEN TWO OBJECTSIN CONTACT; REASONS FOR METAL FEELING COLDER THAN WOOD; PREDICTION OF HEAT TRANSFER BETWEEN OBJECTS ANDENVIRONMENT; PARTICLE MODEL IN THE CONTEXT OF PHASE TRANSITION; REASONS FOR PHASE TRANSITION; DIFFERENCES BETWEEN PARTICLES INSOLID AND IN LIQUID PHASE; Chapter 5THE SCIENCE OF HEAT IN TEXTBOOKS; THE DEFINITION OF HEAT; HEAT IS THE ENERGY TRANSPORTED FROM A HOTTER TO ACOLDER OBJECT; HEAT IS (PART OF) THE CHANGE IN INTERNAL ENERGY.
- HEAT IS THE ENERGY BEING TRANSFERRED FROM A HOT TOA COLD BODY BY MEANS OF IRREGULAR MOLECULARMOTIONSHEAT IS A KIND OF ENERGY THAT CAN DO "WORK"; HEAT IS ENTROPY; HEAT HAS PRESENTED IN EVERYDAY AND SCIENTIFICWORLD; HEAT AND INTERNAL ENERGY; HEAT AND TEMPERATURE; TEMPERATURE AS AN OBJECTIVEMEASURE OF COLD AND HOTNESS; TEMPERATURE AS THE QUALITY WHICH IS THE SAME INDEGREE AMONG OBJECTS IN THERMAL EQUILIBRIUM; TEMPERATURE AS A RESULT OF MOLECULAR MOTION; PARTICLE MODEL IN THE CASE OF PHASE TRANSITION; HEAT TRANSFER; DIRECTION OF HEAT TRANSFER; TYPES OF HEAT TRANSFER.
- MICROSCOPIC MEANING OF HEAT TRANSFERChapter 6ISSUES REGARDING TEACHING METHODS ANDSEQUENCES; THE USE OF HISTORICAL MATERIAL; CONFUSING TERMS AND ILLUSTRATIONS; Chapter 7CONCLUSION; THE TEACHING OF THE THERMAL SCIENCE SHOULD BEBASED ON A SUFFICIENT UNDERSTANDING OF THE SUBJECTITSELF AND STUDENTS' LEARNING OF THIS SUBJECT; MORE EFFORTS SHOULD BE MADE TO ASSIST STUDENTS INDIFFERENTIATING HEAT, TEMPERATURE AND INTERNALENERGY; THE DIVERSE MEANINGS OF HEAT SHOULD BE CLARIFIEDIN REFERENCE TO THEIR ONTOLOGICAL COMMITMENTS ORCONTEXTUAL BACKGROUND.
- HISTORICAL MATERIAL CAN BE EMPLOYED TO CONVEYUNDERLYING MEANINGS OF THE HEAT CONCEPTEXPLAINING A CLUSTER OF CONCEPTS THROUGH A RANGEOF CONTEXTUAL PROBLEMS SHOULD SUPPORT STUDENTSIN CONSTRUCTING THEIR CONCEPTUAL MAPS; DISCREPANT EVENTS CAN BE USED TO ASSIST STUDENTS INDISCOVERING THE WEAKNESS OF THEIR CONCEPTIONS; INSTRUCTIONAL EFFORTS SHOULD BE MADE TO ENHANCEAND MAINTAIN THE CONSISTENCY AND COHERENCE OF THESCIENTIFIC LANGUAGE USED IN THE CLASSROOM; REFERENCES; APPENDIX I: LIST OF THE TEXTBOOKS IN THESTUDY; APPENDIX II: THE 2ND-PHASEQUESTIONNAIRE FOR GERMAN STUDENTS; INDEX.