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dc.contributor.authorMcLure, Felicity
dc.contributor.authorWon, Mihye
dc.contributor.authorTreagust, David
dc.date.accessioned2020-02-12T00:42:21Z
dc.date.available2020-02-12T00:42:21Z
dc.date.issued2020
dc.identifier.citationMcLure, 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.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/77886
dc.identifier.doi10.1088/1361-6552/ab6c3c
dc.description.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).

dc.publisherInstitute of Physics Publishing
dc.titleTeaching thermal physics to Year 9 students: the thinking frames approach
dc.typeJournal Article
dcterms.source.volume55
dcterms.source.number3
dcterms.source.startPage1
dcterms.source.endPage7
dcterms.source.issn0031-9120
dcterms.source.titlePhysics Education
dc.date.updated2020-02-12T00:42:21Z
curtin.departmentSchool of Education
curtin.accessStatusFulltext not available
curtin.facultyFaculty of Humanities
curtin.contributor.orcidMcLure, Felicity [0000-0003-3664-9146]
curtin.contributor.scopusauthoridMcLure, Felicity [15125883100] [57203086802]


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