Students’ Perceptions of the Heat and Temperature Concepts: A Comparative Study between Primary, Secondary, and University Levels

Abstract

One of the fundamental problems that can impede the achievement of a sound understanding of a scientific concept is misconception. This study examines students’ perceptions of the concepts related to heat and temperature and how they evolve during the various levels of education. The findings from the literature review of students’ perceptions of heat issues combined with the results of this research, as obtained through the responses of students of primary, secondary, and tertiary education in Greece regarding the problems of temperature and heat, permitted the identification of alternative ideas of students for this conceptual area.