Abstract
Color, temperature and heat are among the concepts in science that are interconnected. These concepts are introduced to learners even before they enter the basic education. On the other hand, in school, it is formally introduced to them not only in science but also in the humanities. The foregoing study attempted to explore the mental thoughts of university students on color, temperature and heat using everyday circumstances that involved the said concepts. The situations in question form were administered to 50 3 rd year Bachelor of Secondary Education majoring Physical Science and 3 rd year Bachelor in Elementary Education majoring Content. Data gathered and collected were subjected to simple Collaizi method of data analysis to which themes and patterns were sought from the responses. Results were presented using percentages and simple frequency. The study revealed that university students possess a gap in their understanding of the above-mentioned concepts as greater majority of them possesses contradicting and inconsistent explanations. This implies that science curriculum both in the basic education and higher education needs revisiting. Likewise, an effective teaching sequence related to these concepts may be developed and used to improve students' conceptions.
Highlights
Most of these studies were focused on the context of heat and temperature while a few were focused on color perception
Four (4) questions were given to 250 3rd year Bachelor of Secondary Education (BSED) majoring Physical Sciences and 3rd year Bachelor in Elementary Education (BEED) majoring Content students enrolled in a course in Optics and Astronomy and Frontiers in Science
“An white kay nakakareflect hin heat amu nga kun mapaso maupay isul-ot. (White reflects heat that’s the reason why it is nice to wear it during warm seasons.)” “An busag nareflect hin heat amu nga maupay hiya isul-ot kun tagsirak. (White reflects heat, the reason why it is nice to wear it during warm season.)” Teachers’ responses
Summary
The colors that we see are just a small part of the electromagnetic spectrum known a visible light. It includes red, orange, yellow, green, blue, indigo and violet. Orange, yellow, green, blue, indigo and violet This sequence results to decreasing wavelength and increasing frequency. Temperature and heat are introduced in the university in Physical Science, Mechanics, Physics in Health Sciences, College Physics and Physics depending on the course requirement of the different degree. In the daily teaching practice of physics in the past years, the researcher noticed the inconsistent and contradicting explanations of students when given situations that involved concepts on color, temperature and heat, this study
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
