prikaz prve stranice dokumenta Students’ understanding on microscopic models of electrical and thermal conductivity: Findings within the development of a multiple-choice concept inventory
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Scientific paper - Original scientific paper
Students’ understanding on microscopic models of electrical and thermal conductivity: Findings within the development of a multiple-choice concept inventory
Education Sciences, 14 (2024), 3; 275-301. https://doi.org/10.3390/educsci14030275
Jelovica, Lejla; Erceg, Nataša; Mešić, Vanes; Aviani, Ivica

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Jelovica, L., Erceg, N., Mešić, V. & Aviani, I. (2024). Students’ understanding on microscopic models of electrical and thermal conductivity: Findings within the development of a multiple-choice concept inventory. Education Sciences, 14. (3), 275-301. doi: 10.3390/educsci14030275

Jelovica, Lejla, et al. "Students’ understanding on microscopic models of electrical and thermal conductivity: Findings within the development of a multiple-choice concept inventory." Education Sciences, vol. 14, no. 3, 2024, pp. 275-301. https://doi.org/10.3390/educsci14030275

Jelovica, Lejla, Nataša Erceg, Vanes Mešić and Ivica Aviani. "Students’ understanding on microscopic models of electrical and thermal conductivity: Findings within the development of a multiple-choice concept inventory." Education Sciences 14, no. 3 (2024): 275-301. https://doi.org/10.3390/educsci14030275

Jelovica, L., et al. (2024) 'Students’ understanding on microscopic models of electrical and thermal conductivity: Findings within the development of a multiple-choice concept inventory', Education Sciences, 14(3), pp. 275-301. doi: 10.3390/educsci14030275

Jelovica L, Erceg N, Mešić V, Aviani I. Students’ understanding on microscopic models of electrical and thermal conductivity: Findings within the development of a multiple-choice concept inventory. Education Sciences [Internet]. 2024 March 06 [cited 2024 December 22];14(3):275-301. doi: 10.3390/educsci14030275

L. Jelovica, N. Erceg, V. Mešić and I. Aviani, "Students’ understanding on microscopic models of electrical and thermal conductivity: Findings within the development of a multiple-choice concept inventory", Education Sciences, vol. 14, no. 3, pp. 275-301, March 2024. [Online]. Available at: https://urn.nsk.hr/urn:nbn:hr:184:199339. [Accessed: 22 December 2024]

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Metadata
Title (english)Students’ understanding on microscopic models of electrical and thermal conductivity: Findings within the development of a multiple-choice concept inventory
AuthorLejla Jelovica
AuthorNataša Erceg
AuthorVanes Mešić
AuthorIvica Aviani
Author's institutionUniversity of Rijeka
Faculty of Health Studies
(Department of Basic Medical Sciences)
Scientific / art field,
discipline and subdiscipline		BIOMEDICINE AND HEALTHCARE
Basic Medical Sciences
Abstract (english)
Solid-state physics has important applications in the development of modern technologies. Although solid-state concepts, such as electric and thermal conductivity, are included in the curricula at all educational levels, even university students have many incorrect ideas about them. The incorrect ideas identified in previous studies are mainly related to macroscopic aspects of solid-state physics. With the aim of gaining a more comprehensive insight into students’ understanding of solid-state physics, we have developed a multiple-choice concept inventory on microscopic models of electric and thermal conductivity of solids (METCS). The inventory has been field-tested with a sample consisting of 233 first-year medical faculty and engineering students from the University of Rijeka (Croatia). METCS proved to have good psychometric features and it helped to uncover many incorrect ideas that have not been reported in the earlier physics education literature. The findings from this study could be a good starting point for the development of evidence-based, university-level tutorials on microscopic models of electric and thermal conductivity.
Keywords (english)
Languageenglish
Publication typeScientific paper - Original scientific paper
Publication statusPublished
Peer reviewPeer review - international
Publication versionPublished version
Journal titleEducation Sciences
Numberingvol. 14, no. 3, pp. 275-301
p-ISSN2227-7102
DOIhttps://doi.org/10.3390/educsci14030275
URN:NBNurn:nbn:hr:184:199339
Publication2024-03-06
Document URLhttps://www.mdpi.com/2227-7102/14/3/275
Type of resourceText
Access conditionsOpen access
Terms of useLicence Attribution 4.0 International (CC BY 4.0) icon
Created on2024-05-30 19:38:37