Saudi Female High School Students’ and Teachers’ Understandings of Thermal Concepts

Abstract

The Thermal Concept Evaluation instrument was used to investigate conceptual understanding of thermal physics concepts of 742 Saudi female high school students’ before and after teaching intervention. Prior to the intervention, a 3-day workshop was designed to measure and improve 30 physics teachers’ conceptual understanding of thermal concepts. Student and teacher understanding remained low before and after the intervention. Language barriers, terminology, textbooks, and teachers’ practical knowledge were the main sources of misconceptions.