In this study, the contents of elementary school science textbooks related to `heat and temperature` are analyzed and alternative conceptions ofi heat and temperature among students enrolled in grades 4, 5 and 6 are investigated. 259 students were sel...
In this study, the contents of elementary school science textbooks related to `heat and temperature` are analyzed and alternative conceptions ofi heat and temperature among students enrolled in grades 4, 5 and 6 are investigated. 259 students were selected from a elementary school located in urban area. The relationships between students` alternative conceptions and the content of elementary science textbooks are also examined. Students` conceptions are analyzed from their answers to a paper-and-pencil test. The typical alternative conception of heat and temperature held by students was follows. They think that heat is a material and temperature is value of heat amount. They can`t distinguish between heat and temperature. Their explanation of heat and temperature is focused on hot or cool sensation and other observable characteristics of a material. A textbook analysis indicated that contents on heat and temperature were organized without the viewpoint of particle motion theory. This may be one of the causes of students` alternative conceptions.