Computer Science – Learning
Scientific paper
Dec 2006
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006aas...20918804c&link_type=abstract
2007 AAS/AAPT Joint Meeting, American Astronomical Society Meeting 209, #188.04; Bulletin of the American Astronomical Society,
Computer Science
Learning
Scientific paper
As part of our continuing investigation into student learning of thermal physics in an introductory calculus-based course, we are probing student ideas regarding entropy and the second law of thermodynamics. We will present free-response and multiple-choice data collected both preand post-instruction from the previous five semesters. These data suggest that many key concepts are challenging for students. For example, as many as 75% of students, both before and after instruction, incorrectly claim that the total entropy of a system plus its surroundings must stay the same during a spontaneous process. Many of these students base their claim by asserting some sort of conservation principle for entropy. Early indications are that use of modified instruction with research-based materials may have yielded significant learning gains with some of these concepts. However, many student ideas remain resistant to change despite the modified instruction.
*Supported in part by NSF DUE-9981140, PHY-0406724, and PHY-0604703
Christensen Warren M.
Meltzer David E.
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