Investigating graduate student reasoning on a conceptual entropy questionnaire

Student learning in upper-division thermal physics has not been studied to the same extent as in other courses like electromagnetism and quantum mechanics. Studies addressing reasoning and learning at the graduate level are even more limited. In this study, we conducted think-aloud interviews with e...

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Autores principales:	Nathan Crossette, Michael Vignal, Bethany R. Wilcox
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/3b0da9ecba24446bbb799cc0253fc974
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id	oai:doaj.org-article:3b0da9ecba24446bbb799cc0253fc974
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spelling	oai:doaj.org-article:3b0da9ecba24446bbb799cc0253fc9742021-12-02T17:23:26ZInvestigating graduate student reasoning on a conceptual entropy questionnaire10.1103/PhysRevPhysEducRes.17.0201192469-9896https://doaj.org/article/3b0da9ecba24446bbb799cc0253fc9742021-09-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.020119http://doi.org/10.1103/PhysRevPhysEducRes.17.020119https://doaj.org/toc/2469-9896Student learning in upper-division thermal physics has not been studied to the same extent as in other courses like electromagnetism and quantum mechanics. Studies addressing reasoning and learning at the graduate level are even more limited. In this study, we conducted think-aloud interviews with eight graduate students involving questions centered around a set of entropy related conceptual tasks, two of which are similar to tasks presented to undergraduates in other studies. We discuss patterns in student reasoning on each question then discuss themes that appeared across questions. We identify conceptual resources that students frequently used to reason about the interview tasks and compare them to prior work. We observed graduate students commonly thinking about entropy in relationship to a number of states, even in situations where such a connection was not directly relevant. Graduate students also frequently made direct associations between entropy and temperature, despite there being no general, explicit relationship between the two quantities. On the whole, graduate students demonstrated adaptability and metacognitive awareness in their approach to reasoning about entropy.Nathan CrossetteMichael VignalBethany R. WilcoxAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 2, p 020119 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Nathan Crossette Michael Vignal Bethany R. Wilcox Investigating graduate student reasoning on a conceptual entropy questionnaire
description	Student learning in upper-division thermal physics has not been studied to the same extent as in other courses like electromagnetism and quantum mechanics. Studies addressing reasoning and learning at the graduate level are even more limited. In this study, we conducted think-aloud interviews with eight graduate students involving questions centered around a set of entropy related conceptual tasks, two of which are similar to tasks presented to undergraduates in other studies. We discuss patterns in student reasoning on each question then discuss themes that appeared across questions. We identify conceptual resources that students frequently used to reason about the interview tasks and compare them to prior work. We observed graduate students commonly thinking about entropy in relationship to a number of states, even in situations where such a connection was not directly relevant. Graduate students also frequently made direct associations between entropy and temperature, despite there being no general, explicit relationship between the two quantities. On the whole, graduate students demonstrated adaptability and metacognitive awareness in their approach to reasoning about entropy.
format	article
author	Nathan Crossette Michael Vignal Bethany R. Wilcox
author_facet	Nathan Crossette Michael Vignal Bethany R. Wilcox
author_sort	Nathan Crossette
title	Investigating graduate student reasoning on a conceptual entropy questionnaire
title_short	Investigating graduate student reasoning on a conceptual entropy questionnaire
title_full	Investigating graduate student reasoning on a conceptual entropy questionnaire
title_fullStr	Investigating graduate student reasoning on a conceptual entropy questionnaire
title_full_unstemmed	Investigating graduate student reasoning on a conceptual entropy questionnaire
title_sort	investigating graduate student reasoning on a conceptual entropy questionnaire
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/3b0da9ecba24446bbb799cc0253fc974
work_keys_str_mv	AT nathancrossette investigatinggraduatestudentreasoningonaconceptualentropyquestionnaire AT michaelvignal investigatinggraduatestudentreasoningonaconceptualentropyquestionnaire AT bethanyrwilcox investigatinggraduatestudentreasoningonaconceptualentropyquestionnaire
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Investigating graduate student reasoning on a conceptual entropy questionnaire

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