<?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%">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><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%">Mustafa Sozbilir</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">WHAT STUDENTS’ UNDERSTAND FROM ENTROPY?: A REVIEW OF SELECTED LITERATURE</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%">misunderstandings</style></keyword><keyword><style  face="normal" font="default" size="100%">tertiary education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2003</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2003</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1503927942.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">2</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study is intended to review some of the selected researches carried out on students’ understandings of entropy. The review puts together the important findings of the researches, summarises the misunderstanings identified together with the possible sources of these misunderstandings and new approaches in defining entropy. Therefore, this study would be beneficial for the researchers and lecturers in science and chemistry education area.

The review shows that Entropy is found to be difficult idea to be grasped by high school students and undergraduates. In many cases students’ understanding of the basic aspects of the idea are limited, distorted or wrong. The difficulties arise from misinterpretation of mathematical equations in thermodynamics and not adequately integrating the new knowledge with students’ existing knowledge. Students’ explanations are mostly based on the macrophysical world, their thinking on the microphysical world is limited. The everyday meanings of the scientific terms dominate their interpretations. Lecturers should check that students have acquired the correct scientific meanings of the concepts and apply them in both everyday and theoretical situations.</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%">21 - 27</style></section></record></records></xml>