<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jesper Haglund</style></author><author><style face="normal" font="default" size="100%">Fredrik Jeppsson</style></author><author><style face="normal" font="default" size="100%">Johanna Andersson</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PRIMARY SCHOOL CHILDREN’S IDEAS OF MIXING AND OF HEAT AS EXPRESSED IN A CLASSROOM SETTING</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">children’s ideas</style></keyword><keyword><style  face="normal" font="default" size="100%">classroom setting</style></keyword><keyword><style  face="normal" font="default" size="100%">primary school</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1450981715.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study investigates primary school children’s (7-8 year-old, N = 25) ideas of mixing of marbles and of heat, expressed in small-group predict-observe-explain exercises, and drawings representing the children’s own analogies in a classroom setting. The children were typically found to predict that marbles of two different colours would mix when rocked back and forth on a board. This idea of mixing is slightly more advanced than previously reported in the literature. The children’s ideas of heat included reference to warm objects, their own bodies when exercising, and the process of one warm solid object heating another object in direct contact. In addition, through scaffolding, some of the children expressed a substance view of heat. Finally, the potential and challenges in probing children’s ideas through a combination of data collection techniques in a classroom setting are reflected upon.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">726–739 </style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Konrad Schönborn</style></author><author><style face="normal" font="default" size="100%">Jesper Haglund</style></author><author><style face="normal" font="default" size="100%">Charles Xie</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PUPILS’ EARLY EXPLORATIONS OF THERMOIMAGING TO INTERPRET HEAT AND TEMPERATURE</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">multisensory experience</style></keyword><keyword><style  face="normal" font="default" size="100%">predict-observe-explain (POE)</style></keyword><keyword><style  face="normal" font="default" size="100%">thermal imaging</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1437062546.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In thermodynamics teaching, pupils have been found to confuse temperature and heat, and to conceive touch as an infallible thermometer. This study explored the potential of combining the sense of touch with infrared (IR) thermal imaging on pupils’ understanding of heat and temperature. Eight 7th-grade pupils (12-13 years old) worked in pairs across three laboratory exercises (real-time IR imaging, static IR images, or thermometers) to predict, observe and explain (POE) the temperatures of different objects. An anomaly between perceived ‘coldness’ and measured temperature was induced among the pupils, but they did not manage to resolve this cognitive conflict. The pupils observed the objects getting warmer and increasing in temperature, but did not explain the experiments as involving a heat flow from their bodies to the objects. Successful explanation might require a combination of thermal imaging and the explicit introduction of a simple heat-flow model.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">118-132</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Fredrik Jeppsson</style></author><author><style face="normal" font="default" size="100%">Jesper Haglund</style></author><author><style face="normal" font="default" size="100%">Helge Strömdahl</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXPLOITING LANGUAGE IN TEACHING OF ENTROPY</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">entropy</style></keyword><keyword><style  face="normal" font="default" size="100%">Metaphor</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">Thermodynamics</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1405173307.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">10</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">27-35</style></section></record></records></xml>