Challenging students’ misconceptions in heat and heat transfer using PEOR demonstrations

Abstract

The main purpose of this study was to determine whether PEOR demonstrations are an effective way to diagnose and challenge students’ misconceptions in the topic of ‘Heat and Heat Transfer’ in Physics. In addition, this study aimed to discover whether demonstrations motivate students more and help them understand complex and abstract concepts in Physics. This study was conducted with four Physics teachers teaching in two State schools and their four classes, consisting of 56, Form 3 Physics students. The participating teachers were presented with eight PEOR demonstrations, which they had to cover during the teaching schedule of the ‘Heat and Heat Transfer’ topic. One classroom observation was performed in each class in order to observe students’ reactions during the implementation of the PEOR demonstrations. At the end of the topic, a questionnaire was administered to all the students in order to get an idea of their views on the PEOR method and on classroom demonstrations in general. Furthermore, an interview was conducted with the four participating teachers. The results of this study indicated that a PEOR demonstration is an effective approach to reduce the amount of misconceptions students hold about concepts relating to heat. It was also found that both the teachers and their students hold very positive attitudes towards the use of demonstrations in the teaching and learning of science as they facilitate the learning of Physics concepts, lead to better understanding and also pique students’ interest and motivation in the Physics lessons.