By Mijung KIM, SungWon HWANG, and Aik-Ling TAN
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Extra resources for Proceedings of International Science Education Conference 2009
3, Pp. 229-245. Read, J. R. (2004). Children’s Misconceptions and Conceptual Change in Science Education. cfm Robinson, W. (2003). Journal of Chemical Education, 80, 978-982. Robinson, W. R. (1998). An alternative framework for chemical bonding. Journal of Chemical Education, 75, 1074-1075. , Bradley, J. (1997). Student-Teacher’s Conceptual Difficulties In Chemical Thermodynamics, pp 316–321. Tomanek, D. (1994). Cases Of Content: Studying Content As A Part Of A Curriculum Process. Science Education, 78(1), 73-82.
It is recommended that explicit teaching of specific process skill questions should be infused into the curriculum at different levels to equip pupils with the correct answering techniques.
A) 111111 b) 100000 c) 110000 d) 111000 e) 111100 Study on the question shows that in choice D, ratio 50 to 50 of the figures zero and one creates the maximum variety of figures arrangement and as a result, the maximum entropy. 6% of this answer is incorrect or has not given any answer. 4% and relates to choice D. this case is seen both in male and female teachers. Although teachers have not studied entropy in other questions in terms of system particles arrangement ways, in this question, they have recognized the ways of numbers arrangement well.
Proceedings of International Science Education Conference 2009 by Mijung KIM, SungWon HWANG, and Aik-Ling TAN