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    Teaching thermal physics to Year 9 students: the thinking frames approach

    Access Status
    Fulltext not available
    Authors
    McLure, Felicity
    Won, Mihye
    Treagust, David
    Date
    2020
    Type
    Journal Article
    
    Metadata
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    Citation
    McLure, F. and Won, M. and Treagust, D. 2020. Teaching thermal physics to Year 9 students: the thinking frames approach. Physics Education. 55 (3): pp. 1-7.
    Source Title
    Physics Education
    DOI
    10.1088/1361-6552/ab6c3c
    ISSN
    0031-9120
    Faculty
    Faculty of Humanities
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/77886
    Collection
    • Curtin Research Publications
    Abstract

    Students hold many alternative conceptions of thermal physics which are very resistant to change. A conceptual change strategy, the thinking frames approach, based on evidence from educational research was used to address commonly held naïve conceptions about heat in a series of thermal physics lessons. Students' gains in conceptual understanding were measured in two Year 9 classes using pre/post-tests. These results were compared to conceptual gains of a class learning the same topics by more traditional means. Results showed that learning thermal physics with the thinking frames approach led to a much greater increase in understanding (Effect size  =  2.04) compared to learning with traditional methods (Effect size  =  0.20).

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