Dergiler / IOJET / 2020 / Cilt: 7 - Sayı: 4

A HOLISTIC APPROACH TO ENTROPY IN SCIENCE EDUCATION

Dergi
IOJET
Sayfa
1913–1932
Yayın Tarihi
2022-10-18
DOI
—
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

In addition to it, alternative energy andprobability-based and integrated entropy description, which reflects the essence of bothmacroscopic and microscopic approaches, was presented, and this description is expected tobe a solution for the controversy resulting from the disorder concept.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Entropy is a concept with an extreme controversy which many scientists have been tryingto explain.
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Temel Bulgular & Veri:In theframework of all these difficulties, the concept was investigated with an integrated and simpleapproach.
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Sonuç & Katkı:In addition to it, alternative energy andprobability-based and integrated entropy description, which reflects the essence of bothmacroscopic and microscopic approaches, was presented, and this description is expected tobe a solution for the controversy resulting from the disorder concept.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Abstract

Entropy is a concept with an extreme controversy which many scientists have been tryingto explain. Some of the approaches employed in its definition contradict each other, whichmade it extremely difficult for high school and college students to understand. Boltzmann wasthe first person who brought a statistical explanation to entropy and linking it with the disorderconcept (S = klnw). The point which received the highest amount of criticism is the similaritybetween the visual regulation in everyday life and regulation of particles, which is the metaphorthat causes the highest number of misconceptions. The primary goal of this study is to go downthe roots of the controversy surrounding the entropy concept and propose solutions. In theframework of all these difficulties, the concept was investigated with an integrated and simpleapproach. In this pretext, the macroscopic and microscopic features of entropy, the difficultiesand misconceptions encountered, and the methods used in its education have been thoroughlyexamined. The final step was developing a "Tripod Approach" to facilitate the explanation ofthis complicated concept and fill the gaps in this area. In addition to it, alternative energy andprobability-based and integrated entropy description, which reflects the essence of bothmacroscopic and microscopic approaches, was presented, and this description is expected tobe a solution for the controversy resulting from the disorder concept.

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Bu Makaleye Atıf Yap

AKBULUT, F., ALTUN, Y. (2022). A HOLISTIC APPROACH TO ENTROPY IN SCIENCE EDUCATION. IOJET, Cilt: 7 - Sayı: 4, 1913–1932. https://ajindex.com/articles/542255

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Kaynakça (8)

  1. Akbulut and Altun. (2020). An Integrated Perspective on the Concept of Entropy in Science Education and the Effect of the Tripod Approach Developed in This Context on the Level of Understanding of High School Students. Unpublished Doctoral Thesis. Gazi University, Ankara (Turkey). Akman, S. (2013) Discussion of entropy and reversibility. (Master's thesis). Retrieved from https://tez.yok.gov.tr page. Amin, T. G. (2001). A cognitive linguistics approach to the layperson's understanding of thermal phenomena. Conceptual and discourse factors in linguistic structure, 27-44.
  2. Baierlein, R. (1994). Entropy and the second law: A pedagogical alternative. American Journal of Physics, 62(1), 15-26.
  3. Barrow, G. M. (1988). Thermodynamics should be built on energy-not on heat and work. Journal of Chemical Education, 65(2), 122-125
  4. Becker, N., Rasmussen, C., Sweeney, G., Wawro, M., Towns, M., & Cole, R. (2013). Reasoning using particulate nature of matter: An example of a sociochemical norm in a university-level physical chemistry class. Chemistry Education Research and Practice, 14(1), 81-94
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  6. Brook, A., Briggs, H., Bell, B., & Driver, R. (1984). Aspects of secondary students' understanding of heat: Full report, Children's learning in science project. Leeds: Centre for Studies in Science and Mathematics Education, University of Leeds, UK. Christensen F. V. and Rump C., (2008), Three conceptions of thermodynamics: Technical matrices in science and engineering, Res. Sci. Educ., 38(5), 545–564
  7. Clausius, R. (1857). "XI. On the nature of the motion which we call heat." The London, Edinburgh, and Dublin Philosophical Magazine and Journal of Science 14.91 (1857): 108-127.
  8. Clausius, R. (1865). "The Mechanical Theory of Heat—with its Applications to the Steam Engine and to Physical Properties of Bodies, London: John van Voorst, 1 Paternoster Row." Clausius, R. (1867). The mechanical theory of heat: with its applications to the steam-engine and to the physical properties of bodies. J. van Voorst. Cochran, M. (2005). Student understanding of the second law of thermodynamics and the underlying concepts of heat, temperature, and thermal equilibrium. (Doctoral thesis). Retrieved from https://tez.yok.gov.tr page. Cotignola, M. I., Bordogna, C., Punte, G. & Cappannini