Speaker
Description
Thermodynamics poses numerous conceptual challenges for pupils. Students frequently possess insufficient knowledge structures for advanced contemplation of thermodynamic processes. Aim of physics education research is often to examine students' comprehension or conceptualisation in physics through standardised assessments. This study examines the 28-item questionnaire titled Heat and Temperature Conceptual Evaluation. Our objective is to validate it through the application of Item Response Theory methodology. The research participants consist of approximately 300 undergraduate students. The IRT model assesses the efficacy of the questionnaire and establishes the difficulty levels of heat and temperature concepts measured by this evaluation tool
| Education level | Age over 18 (excluding teacher education) |
|---|---|
| Physics topic | Thermodynamics and Energy |
| Research focus | Evaluation & Assessment |
| Research method | Analytic Physics Education Research (Quantitative research) |
