Let's repair the broken Galileo thermometer

We have developed and verified laboratory work as guided inquiry for upper secondary level students, focusing on conceptual understanding of the physical principle that forms the basis of temperature measurement, and on improvement of selected skills. Conceptual pre-test questions initiate the stude...

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Bibliographic Details
Published in:CEPS journal 2018-01, Vol.8 (1), p.77-95
Main Author: Kires, Marian
Format: Article
Language:English
Subjects:
Action Research
Concept Formation
conceptual understanding
Cooperative Learning
Core curriculum
Entdeckendes Lernen
Experiment
Galileo thermometer
guided inquiry
Inquiry
Inquiry method
Laboratory Equipment
Learning Activities
Lehrer
Measurement
Measurement Equipment
Physics
Physikunterricht
Preservice Teachers
Problemlösen
Schools
Schüler
Science education
Science Instruction
Scientific Concepts
Scientific Principles
Secondary School Science
Secondary School Students
Sekundarbereich
Selbstevaluation
Self evaluation
Self Evaluation (Individuals)
Skills
Slowakei
Students
Teaching methods
Test
Thermometer
Unterrichtsmethode
Water
Worksheets
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Summary:We have developed and verified laboratory work as guided inquiry for upper secondary level students, focusing on conceptual understanding of the physical principle that forms the basis of temperature measurement, and on improvement of selected skills. Conceptual pre-test questions initiate the students' interest and help identify input misconceptions. Using the method of interactive lecture demonstration, the students are introduced to the measurement principles of the Galileo thermometer. The students are then set the problem of how to repair a broken thermometer when tap water is used instead of ethanol. Since the density of water is greater than that of ethanol, the buoys must be adjusted by the students to achieve correct temperature measurement. The next steps of the activity have a hands-on orientation. The students work in pairs, guided by worksheet instructions. At the end of the activity, they complete self-assessment rubrics focused on skill improvement and final conceptual understanding. The results of the conceptual pretest questions and of the self-assessment rubrics from 461 participants are analysed and recommendations are made for teachers. (DIPF/Orig.).
ISSN:2232-2647
1855-9719
2232-2647
DOI:10.26529/cepsj.320