When heat and temperature were one

By M. F. Wiser, Seán Carey. 2014

186 citations recorded by the source corpus.

Subfields: History and Philosophy of Science

View Paper: https://www.semanticscholar.org/paper/b73f008270ab5b3788c5119439a0b6b72d81de4a

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In History and Philosophy of Science

Citations in the corpus

Naive Physics Reasoning: A Commitment to Substance-Based Conceptions (2000, background): “Of course, this interpretation requires the further assumption that temperature and heat are used interchangeably (Wiser & Carey, 1983).”
Designing learning environments to promote conceptual change in science (2001, background): “Most adults in our society who are not expert scientists do not understand even some of the most commonly used concepts in the physical sciences, such as the concepts of energy, pressure, heat, temperature, etc. (see Wiser & Carey, 1983; Tiberghien, 1994).”
MENTAL MODELS IN HUMAN-COMPUTER INTERACTION (2010, background): “Some argue that expertise involves a conceptual shift rather than just a refinement of the novice's perspective (Wiser and Carey 1983); many others, that expertise consists in highly developed repertoires of pattern-oriented representations.”
Coherence versus fragmentation in the development of the concept of force (2004, background): “This discussion of contextuality bears directly on the prominent issue of " differentiation " (e.g., Wiser & Carey, 1983).”
Spatial Proportional Reasoning Is Associated With Formal Knowledge About Fractions (2016, methodology): “However, these studies used a temperature-mixing task and thus involved a highly abstract physical property that is often challenging for children (Stavy & Berkovitz, 1980; see Wiser & Carey, 1983, for a history-of-science perspective).”
Transitions in Mathematics Education (2016, background): “What was found with thermal equilibrium is a very different avenue of learning than that stipulated by Carey and colleagues (e.g., Wiser and Carey 1983; Wiser 1995), based on assuming a coherent naïve conception of thermal phenomena and consequent revolutionary changes in conceptions.”
Mental Models of the Earth: A Study of Conceptual Change in Childhood (1992, result): “This view has been an implicit hypothesis in some of the work on students' alternative conceptions in science, but the research to support it has not been done (see Wiser & Carey, 1983, for a discussion of this issue).”
Commonsense Conceptions of Emergent Processes: Why Some Misconceptions Are Robust (2005, background): “Heat and temperature are badly confused, as has been described by Wiser and Carey (1983) and many others, to the extent that some researchers describe these topics as beyond the grasp of most 8th graders (Linn & Songer, 1993).”
An Overview of Conceptual Change Theories. (2007, background): “…domains, such as force and motion (McCloskey, 1983), astronomy (Vosniadou & Brewer, 1992), biology (Carey, 1999), and heat and temperature (Wiser & Carey, 1983), they all assert that learners at any given time maintain a small number of well-developed coherent naïve theories based on…”
Implications of Recursive Distributed Representations (1988, methodology): “…for a set of ternary trees, such as (THOUGHT PAT (KNEW JOHN (LOVED MARY JOHN))) hhhhhhhhhhhhhhh 3 The wrong distinction is the inverse of the undifferentiated concept problem in science, such as the fusing of the notions of heat and temperature in the 17th century (Wiser & Carey, 1983).”