Many science education research studies revealed students’ difficulties in learning and understanding science concepts and phenomena. Regarding heat and temperature, students have difficulty in using a simple particulate model of matter to describe and explain thermal phenomena, even after traditional teaching (using mainly blackboard presentations and textbooks reading). In our study we used the Greek educational software ‘M.A.TH.I.M.A.’ which was developed within the frame of social constructivism to cope with students’ learning difficulties in four science sections. In the present study we investigated the contribution of ‘Heat’ section of the software in the construction of Heat and temperature concepts by students in both the experimental and particulate level of matter. Sixty Greek lower high school students aged 13–14 years participated. The experimental group consisted of 20 students who worked with the software and special worksheets after they had attended traditional teaching on the topic. The other 40 students formed two comparison groups. All the students answered a written questionnaire before and after instruction. Data analysis showed that the additional teaching with the software ‘M.A.TH.I.M.A.’ had better learning results than traditional teaching, as the experimental group students could understand and use a simple particulate model of matter to describe and explain thermal phenomena.
|Keywords:||Secondary Education Students, Thermal Expansion, Changes of State|
Professor, Pedagogical Department of Primary Education, University of Thessaly, Volos, Thessaly, Greece
Science Teacher, Pedagogical Department of Primary Education, University of Thessaly, Volos, Thessaly, Greece
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