@article {214,
	title = {EXPLOITING LANGUAGE IN TEACHING OF ENTROPY},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {27-35},
	abstract = {The words disorder, information, freedom and spreading are used as metaphors and analogies in science teaching to capture the scientific qualitative sense of entropy. In addition, the identification of entropy with the everyday conception of heat has been proposed. While physical sciences are regarded as exact disciplines, in which terms have precise definitions, the words being used in the qualitative interpretation of entropy have many senses. This may provide an obstacle to achieving a scientific understanding of entropy. In this study, the metaphors for entropy and seeing entropy as heat were analysed by use of the different entries for the words in a dictionary. The present paper is a contribution to highlighting the importance of making any metaphors and analogies and their benefits and limitations explicit.},
	keywords = {entropy, Metaphor, science education, Thermodynamics},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405173307.pdf},
	author = {Fredrik Jeppsson and Jesper Haglund and Helge Str{\"o}mdahl}
}
@article {202,
	title = {COMPREHENSION OF TEMPERATURE WHEN SOLVING A THERMODYNAMIC TASK},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {September/2010},
	type = {Original article},
	chapter = {224-236 },
	abstract = {The present study focus the presence and role of deep qualitative conceptual knowledge of temperature among a group of ten individuals (n=10), academic well-educated and experienced in science, when solving a task about changes in temperature of a given thermo{\textlnot}dynamic system. The aim is to find out the variation of comprehension of tempera{\textlnot}ture in the task solving process. 
Data is gathered by interviews based on the thinking aloud method. The inter{\textlnot}views were video-recorded and verbatim transcribed. Transcriptions were analysed by using a two dimensional semiotic/semantic analysing schema (acronym 2-D SAS). The results revealed a broad variation in the comprehension of the term temperature in the given context. The three informants who produced correct answers structured the task by identifying the scientifically appropriate referent and sense of the term temperature according to the given context.},
	keywords = {qualitative analysis, semantics},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405172088.pdf},
	author = {Fredrik Jeppsson and Helge Str{\"o}mdahl}
}
@article {141,
	title = {STUDENT TEACHERS{\textquoteright} REASONING PATTERNS WHILE SOLVING A CONTEXTUALIZED TASK ON THERMAL PHENOMENA},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {October/2007},
	type = {Original article},
	chapter = {44-54},
	abstract = { In this study three different patterns of reasoning have been identified: linear, star and combined reasoning. As six student teachers were working on a contextualized task on heat and temperature they showed these different patterns of reasoning during an interview situation. The data was analysed using reasoning maps. The patterns are also discussed in relation to the students{\textquoteright} subject matter knowledge in this specific area. There are indications that the reasoning pattern is dependent on what kind of scientific subject matter knowledge the student reveals. Star and combined reasoning make it possible to look at the task from different angles and thereby develop fragmented knowledge into more comprehensive knowledge.},
	keywords = {interview, science education, thermal phenomena},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404288657.pdf},
	author = {Karin Stolpe and Helge Str{\"o}mdahl}
}
