RECONSTRUCTING THE SCIENCEOF HEAT FOR BETTER TEACHINGAND LEARNING -- RECONSTRUCTING THE SCIENCEOF HEAT FOR BETTER TEACHINGAND LEARNING -- CONTENTS -- PREFACE -- Chapter 1INTRODUCTION -- Chapter 2LITERATURE REVIEW -- STUDENTS' CONCEPTIONS IN BASIC THERMODYNAMICS -- THE NATURE OF HEAT -- HEAT AND TEMPERATURE -- Chapter 3STUDENTS'UNDERSTANDING OF THE BASICTHERMAL CONCEPTS:METHODOLOGY -- METHODS -- PARTICIPANTS -- QUESTIONS -- DATA ANALYSIS -- Chapter 4STUDENTS'UNDERSTANDING OF THE BASICTHERMAL CONCEPTS: RESULTS -- DEFINITION OF HEAT -- HEAT AND HOTNESS -- HEAT AND TEMPERATURE -- HEAT AND INTERNAL (THERMAL) ENERGY -- PROCESS AND MECHANISM OF HEAT TRANSFER -- CONDITIONS FOR HEAT TRANSFER BETWEEN TWO OBJECTSIN CONTACT -- REASONS FOR METAL FEELING COLDER THAN WOOD -- PREDICTION OF HEAT TRANSFER BETWEEN OBJECTS ANDENVIRONMENT -- PARTICLE MODEL IN THE CONTEXT OF PHASE TRANSITION -- REASONS FOR PHASE TRANSITION -- DIFFERENCES BETWEEN PARTICLES INSOLID AND IN LIQUID PHASE -- Chapter 5THE SCIENCE OF HEAT IN TEXTBOOKS -- THE DEFINITION OF HEAT -- HEAT IS THE ENERGY TRANSPORTED FROM A HOTTER TO ACOLDER OBJECT -- HEAT IS (PART OF) THE CHANGE IN INTERNAL ENERGY -- HEAT IS THE ENERGY BEING TRANSFERRED FROM A HOT TOA COLD BODY BY MEANS OF IRREGULAR MOLECULARMOTIONS -- HEAT IS A KIND OF ENERGY THAT CAN DO "WORK" -- HEAT IS ENTROPY -- HEAT HAS PRESENTED IN EVERYDAY AND SCIENTIFICWORLD -- HEAT AND INTERNAL ENERGY -- HEAT AND TEMPERATURE -- TEMPERATURE AS AN OBJECTIVEMEASURE OF COLD AND HOTNESS -- TEMPERATURE AS THE QUALITY WHICH IS THE SAME INDEGREE AMONG OBJECTS IN THERMAL EQUILIBRIUM -- TEMPERATURE AS A RESULT OF MOLECULAR MOTION -- PARTICLE MODEL IN THE CASE OF PHASE TRANSITION -- HEAT TRANSFER -- DIRECTION OF HEAT TRANSFER -- TYPES OF HEAT TRANSFER -- MICROSCOPIC MEANING OF HEAT TRANSFER -- Chapter 6ISSUES REGARDING TEACHING METHODS ANDSEQUENCES.

THE USE OF HISTORICAL MATERIAL -- CONFUSING TERMS AND ILLUSTRATIONS -- Chapter 7CONCLUSION -- THE TEACHING OF THE THERMAL SCIENCE SHOULD BEBASED ON A SUFFICIENT UNDERSTANDING OF THE SUBJECTITSELF AND STUDENTS' LEARNING OF THIS SUBJECT -- MORE EFFORTS SHOULD BE MADE TO ASSIST STUDENTS INDIFFERENTIATING HEAT, TEMPERATURE AND INTERNALENERGY -- THE DIVERSE MEANINGS OF HEAT SHOULD BE CLARIFIEDIN REFERENCE TO THEIR ONTOLOGICAL COMMITMENTS ORCONTEXTUAL BACKGROUND -- HISTORICAL MATERIAL CAN BE EMPLOYED TO CONVEYUNDERLYING MEANINGS OF THE HEAT CONCEPT -- EXPLAINING A CLUSTER OF CONCEPTS THROUGH A RANGEOF CONTEXTUAL PROBLEMS SHOULD SUPPORT STUDENTSIN CONSTRUCTING THEIR CONCEPTUAL MAPS -- DISCREPANT EVENTS CAN BE USED TO ASSIST STUDENTS INDISCOVERING THE WEAKNESS OF THEIR CONCEPTIONS -- INSTRUCTIONAL EFFORTS SHOULD BE MADE TO ENHANCEAND MAINTAIN THE CONSISTENCY AND COHERENCE OF THESCIENTIFIC LANGUAGE USED IN THE CLASSROOM -- REFERENCES -- APPENDIX I: LIST OF THE TEXTBOOKS IN THESTUDY -- APPENDIX II: THE 2ND-PHASEQUESTIONNAIRE FOR GERMAN STUDENTS -- INDEX.