Fundamental Thermal Concepts Understanding: The First-Year Chemistry Student Questionnaire Results

Abstract

The main aim of this study is to show the research results of learning outcomes on thermal physics that have gained a group of first-year chemistry students in the fall semester of the academic 2013-2014 year. In this paper is described the use of a questionnaire to explore chemistry freshmen capacity to which they achieve their understanding of thermal physics concepts they learn within the chemistry and physics courses during the first study year. A used questionnaire contains 20 questions including a question on which the 94 study participants had the task to give their explanations related to a selected question. Research results show that knowledge about thermal equilibrium, the first law of thermodynamics and other relations among physical quantities students did not acquire in a way to present their scientific literacy developed enough at university learning outcomes level. Students need some additional instructions to find their pathways from pre-instructional alternative concepts to learn the scientific concepts through new working sessions enriched with experiments and demonstrations by instructors, teaching assistants as well as a group of students actively involved in learning on thermal physics subject matter.