Assessment of Learners' learning about Temperature and Heat concepts

Abstract

© 2020, World Academy of Research in Science and Engineering. All rights reserved. Heat and temperature are two central concepts in all studies of thermodynamics and thermochemistry. The analysis and understanding of the majority of physical and chemical phenomena depend mainly on a good understanding of these two concepts, especially when it comes to a study in both the microscopic and macroscopic registers. Practitioners in the teaching of physical sciences find that there are real difficulties for learners to understand the concepts of heat and temperature and to differentiate them. In this context, we aim to highlight the effect of the sequence, progression and continuity of the content of teaching guidelines, textbooks and school programs concerning these two concepts for each level of study, identify the difficulties teachers face when managing lessons in temperature and heat. This research seeks to answer the following problem: To what extent does the use of teaching instructions, curricula and textbooks contribute to constructing concepts in an orderly and progressive manner which contributes to improving teaching and understanding heat and temperature concepts and to distinguish them? In order to provide a solution to this problem, we have, on the one hand, conducted a documentary study to see to what extent the content of teaching guidelines and textbooks is respected and incorporated for the construction of cognitive concepts in the fields of heat and temperature according to school levels. On the other hand, we carried out a field study based on a diagnostic evaluation (supported by a scale) for three promotions of student teachers, 2016/2017, 2017/2018 and 2018/2019, in order to closely examine their level of knowledge regarding the two previous concepts, and to identify difficulties and obstacles. Some appropriate solutions have also been suggested.