Ahmad Suryadi, Lia Yuliati, Hari Wisodo
We report the exploration of students' conceptual resources before and after obtaining a learning sequence on the topics of heat and temperature. This study was conducted in three phases: Before instruction, during instruction and after instruction. This study was conducted in MAN 1 Kota Malang, Indonesia. In general, four conceptual resources were activated by the students: namely, 1) students associate insulators with poor conductors of heat, 2) students correlate material characteristics with their perceptions of heat/cold, 3) students associate both phase change and temperature change with the process of heat flow and energy transfer, and 4) students equate temperature and heat. Our data confirmed that conceptual resource activation was highly context-dependent. For example, students thought that conductors were cooler than insulator materials and that conductors were hotter than insulator materials activated in an appropriate context and an inappropriate context. The results of this study can be used in designing the details of learning about temperature and heat the future. © 2021 The Korean Physical Society. All rights reserved.
Department of Physics, Faculty of Mathematics and Natural Sciences, Universitas Negeri, Malang, 65145, Indonesia
