Abstract
Students' misunderstanding of basic thermodynamic concepts is analysed on historicalgrounds. The persistence of some ideas from the caloric model are found to be reinforced bymagnitude names and unit definitions that were brought up at the early stages of thermodynamic development. The failure of many popular textbooks to make a clear distinction between internal energy and heat is also explored and related to Students' learning difficulties. Some hints that may help to improve Students' understanding are presented.
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Cotignola, M.I., Bordogna, C., Punte, G. et al. Difficulties in Learning Thermodynamic Concepts Are They Linked to the Historical Development of this Field?. Science & Education 11, 279–291 (2002). https://doi.org/10.1023/A:1015205123254
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DOI: https://doi.org/10.1023/A:1015205123254