Introducing the idea of entropy to the ontological category shift theory for conceptual change: The case of heat and sound

In the present theoretical study, we introduce the entropy concept into Chi’s ontological shift theory. Chi distinguishes between two categories of process phenomena, direct and emergent, and claims that incorrectly considering emergent processes as direct ones is one of the sources of students’ rob...

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Autores principales:	Alexander Volfson, Haim Eshach, Yuval Ben-Abu
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2019
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/451ae137bdf14351ab40dd06e7e74714
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spelling	oai:doaj.org-article:451ae137bdf14351ab40dd06e7e747142021-12-02T10:54:00ZIntroducing the idea of entropy to the ontological category shift theory for conceptual change: The case of heat and sound10.1103/PhysRevPhysEducRes.15.0101432469-9896https://doaj.org/article/451ae137bdf14351ab40dd06e7e747142019-06-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.15.010143http://doi.org/10.1103/PhysRevPhysEducRes.15.010143https://doaj.org/toc/2469-9896In the present theoretical study, we introduce the entropy concept into Chi’s ontological shift theory. Chi distinguishes between two categories of process phenomena, direct and emergent, and claims that incorrectly considering emergent processes as direct ones is one of the sources of students’ robust scientific misconceptions. The present study aims to address the needs of high school and undergraduate physics, chemistry, and engineering students being already familiar with the basics of mechanics and the kinetic molecular theory. Acknowledging the contribution of the ontological shift category theory to improving the learning of science, the present paper aims at taking this theory one step further. We argue that more information about scientific phenomena could be gained if we view direct and emergent phenomena as edges of the same scale level of emergency. We show that entropy can be used to evaluate the level of emergency of physical processes. We believe that interpreting scientific phenomena in terms of level of emergency and entropy might promote students’ understanding about the underlying mechanisms explaining these phenomena, as well as about the concept of entropy itself. We provide two pedagogical examples of teaching heat and sound using the level of emergency scale and the entropy concept. We demonstrate analytically in these terms: (a) the development of the heat flow rate equation; and (b) the adiabatic nature of the sound propagation process.Alexander VolfsonHaim EshachYuval Ben-AbuAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 15, Iss 1, p 010143 (2019)
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 Alexander Volfson Haim Eshach Yuval Ben-Abu Introducing the idea of entropy to the ontological category shift theory for conceptual change: The case of heat and sound
description	In the present theoretical study, we introduce the entropy concept into Chi’s ontological shift theory. Chi distinguishes between two categories of process phenomena, direct and emergent, and claims that incorrectly considering emergent processes as direct ones is one of the sources of students’ robust scientific misconceptions. The present study aims to address the needs of high school and undergraduate physics, chemistry, and engineering students being already familiar with the basics of mechanics and the kinetic molecular theory. Acknowledging the contribution of the ontological shift category theory to improving the learning of science, the present paper aims at taking this theory one step further. We argue that more information about scientific phenomena could be gained if we view direct and emergent phenomena as edges of the same scale level of emergency. We show that entropy can be used to evaluate the level of emergency of physical processes. We believe that interpreting scientific phenomena in terms of level of emergency and entropy might promote students’ understanding about the underlying mechanisms explaining these phenomena, as well as about the concept of entropy itself. We provide two pedagogical examples of teaching heat and sound using the level of emergency scale and the entropy concept. We demonstrate analytically in these terms: (a) the development of the heat flow rate equation; and (b) the adiabatic nature of the sound propagation process.
format	article
author	Alexander Volfson Haim Eshach Yuval Ben-Abu
author_facet	Alexander Volfson Haim Eshach Yuval Ben-Abu
author_sort	Alexander Volfson
title	Introducing the idea of entropy to the ontological category shift theory for conceptual change: The case of heat and sound
title_short	Introducing the idea of entropy to the ontological category shift theory for conceptual change: The case of heat and sound
title_full	Introducing the idea of entropy to the ontological category shift theory for conceptual change: The case of heat and sound
title_fullStr	Introducing the idea of entropy to the ontological category shift theory for conceptual change: The case of heat and sound
title_full_unstemmed	Introducing the idea of entropy to the ontological category shift theory for conceptual change: The case of heat and sound
title_sort	introducing the idea of entropy to the ontological category shift theory for conceptual change: the case of heat and sound
publisher	American Physical Society
publishDate	2019
url	https://doaj.org/article/451ae137bdf14351ab40dd06e7e74714
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Introducing the idea of entropy to the ontological category shift theory for conceptual change: The case of heat and sound

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