Introducing the idea of entropy to the ontological category shift theory for conceptual change: The case of heat and sound

Alexander Volfson,Yuval Ben-Abu,Haim Eshach

doi:10.1103/physrevphyseducres.15.010143

Alexander Volfson, Yuval Ben-Abu + Show 1 more

Open Access

https://doi.org/10.1103/physrevphyseducres.15.010143

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Abstract

An argument for advancing ontological shift category theory by viewing direct and emergent phenomena as edges of the same scale -- level of emergency.

Highlights

Abstract physics concepts such as sound, heat, electricity, quantum systems, etc., are known to be often misconceived by students as materialistic, direct, and localrealistic phenomena as we explain
The present study aims to address the needs of high school and undergraduate physics, chemistry, and engineering students being already familiar with the basics of mechanics and the kinetic molecular theory
We (a) introduce the ontological shift approach to conceptual change, (b) discuss the need to introduce the concept of entropy to the ontological shift theory; (c) present the idea of entropy and how it could contribute to the ontological shift theory; and (d) provide pedagogical examples of teaching heat and sound using the concept of entropy

Summary

INTRODUCTION

Abstract physics concepts such as sound, heat, electricity, quantum systems, etc., are known to be often misconceived by students as materialistic, direct, and localrealistic phenomena as we explain . In a series of studies, Chi and her colleagues [1,2,3,4] developed the ontological shift theory, which shed light on the process of conceptual change among students They further showed that their theory might have pedagogical merits, and that if learning environments are designed in such a way that they take their theory into account, conceptual change from materialistic or direct to scientifically correct understanding is achieved more efficiently [2,4]. As we show further, enables analyzing physical phenomena relating their inner mechanisms by direct entropy evaluation Such analysis is mostly absent in typical textbooks in thermodynamics and statistical physics, where the authors provide mathematical developments based on entropy differentials usually lacking concrete entropy calculations for real systems We (a) introduce the ontological shift approach to conceptual change, (b) discuss the need to introduce the concept of entropy to the ontological shift theory; (c) present the idea of entropy and how it could contribute to the ontological shift theory; and (d) provide pedagogical examples of teaching heat and sound using the concept of entropy

THE ONTOLOGICAL SHIFT APPROACH

WHY DO WE NEED TO INTRODUCE THE IDEA OF ENTROPY TO CHI’S THEORY?

THE IDEA OF ENTROPY AND ITS CONNECTION TO LEVEL OF EMERGENCY

PEDAGOGICAL EXAMPLE OF TEACHING ABOUT THE HEAT TRANSFER PROCESS USING

SOUND PROPAGATION

DISCUSSION AND CONCLUSIONS