The Use of Critical-Analysis Pedagogy in Identifying and Overcoming Misconceptions in Upper Secondary School Thermodynamics
Keywords:
Conceptual Change; Critical-Analysis Pedagogy; Misconceptions; Reasoned Persuasive collaboration; ThermodynamicsAbstract
The study investigates the use of critical-analysis pedagogy in identifying and overcoming student misconceptions in Grade 12 thermodynamics. A quasi-experimental design and the method of reasoned persuasive collaboration were used. The methods of data collection were: Documentary analysis, interviews, conceptual test, attitude scale, motivation scale, and lesson observation checklist. From documentary analysis of curricular materials both author(s)–borne and common misconceptions were identified in thermodynamics unit. Significant gains (p<0.05) are found in tests, attitudes, and motivations for the experimental group. One of the most consistent misconceptions identified was considering process quantities such as heat and work as state/point functions. The students also misconceived changes in the entropy of the universe with that of changes in the entropy of the system. The documentary analysis and interview results have shown that critical analysis pedagogy was not used in the curriculum and the treatment group students had a better conception of thermodynamics after treatment. The study suggests that critical analysis pedagogies applied in teaching physics in our secondary schools.