A.

Introduction
In this journal, the authors' goal of the title "Misconception of heat temperature among physics
students" provides an illustration of the problem of student misconceptions on temperature and heat matter. This
is built because of the many misconceptions that occur in students. Students and even some students before
attending the process of physics learning in informal schools or campus has brought the initial concept of
physics. the initial concepts they carry are sometimes inappropriate or contrary to the concepts that experts
receive. This journal contains ways to answer the problem of misconception that happened to the students. in
accordance with the author's observation of the problem of misconception that occurs in the students, this
journal tries to solve the problem of misconception on the material of physics, especially the material
temperature and heat. The existing misconceptions that have been corrected are also very difficult, especially
when the concept is indeed useful in real life. this study focuses on investigating the factors that affect student
performance. So in the introduction it contains all the research issues, and this fits perfectly with the educational
context that is very important to examine.

B. Journal Analysis
The name of the journal Procedia social and behavioral scienes
Volume Publishing Vol. 12, pages. 600-614
Copyright 2011

Edition
The number of articles
The title of article
Author
Formulation of the problem
Reseach objectives
1
1
Misconception of heat temperature among physics
students
Almahdi Ali Alwan
The best of the researcher's knowledge, no research
done in Libya is misunderstood in physics among
science students in the faculty of Education, Al.fateh,
and the factors that are emerging in physics
achievement. Therefore, this study focuses on factors
influencing student performance at Al.fateh
University, Libya.
1. 1. To find out whether gender variables are
associated with students' misconceptions in physics.
2. To find out if previous knowledge about students in
high school physics deals with students of
misunderstanding in physics

The theory that is used

Reseach methods a. The research method: questionnaires and by using
an experimental approach to determine the factors
 associated with misunderstanding physics students
b. Research location: university education faculty
Al.fateh
c. Research sample objects: 53 science students
residing in majors (24 Biology, 9 Chemistry, 13
Mathematics, 7 Physics) and had (43 Women, 10
Men)
d. Research Instruments: 30 multiple plots
e. Data collection techniques: cluster random class
f. Data analysis technique :

Results s can be seen in Table (1) there is no item of

conception about student heat that exceeds 40.0% of
respondents
Their own ideas in almost everything, except the
equation 30 misunderstanding of students is 18.9% of
respondents
aware that heat is the energy that transits between two
bodies due to the temperature difference. Besides that,
Most respondents responded incorrectly to the items
in table (1).
Table (2) illustrates the results for an item on the
student's conception of temperature. More than 50%
of respondents
has his own idea of the conception of temperature in
all of the following:
Temperature is the "intensity" of heat.
Skin or touch can determine the temperature.
The perception of heat and cold is not related to
energy transfer.
When the boiling temperature remains constant,
there is something is wrong".
Boiling point is the maximum temperature that a
substance can reach.
Cold body does not contain heat.
The temperature of an object depends on its size.
There is no limit on the lowest temperature.
Table (3) illustrates the student's item results on heat
transfer and conception temperature changes
temperature. More than 46% of respondents have
their own ideas about all the items as follows:
Heating always results in an increase in temperature.
Heat only moves upward.
Heat rises.
Heat and cold flow like a liquid.
Temperature can be transferred.
Different temperature objects touching each other
or in contact with air at different temperatures, does
not have to move toward the same temperature. (Hot
 equilibrium is not a concept.)
Hot objects naturally cool, cold objects naturally
warm.
Heat flows more slowly through the conductor so it
feels hot.
Kinetic theory does not really explain heat transfer.
(Explanation is read but not trusted).
Table (4) illustrates the results for items on the
student's conception of the "thermal properties" of the
material. Between
40% and 100% of respondents have their own ideas
about all items as follows:
Temperature is the object of a particular material or
object.
Metals have the ability to attract, hold, intensify or
absorb heat and cold.
Things that can easily become warm does not easily
become cold.
Different materials hold the same amount of heat.
The boiling point of water is 100 C (only).
Ice is at 0 C and / or can not change temperature.
Water can not be at 0 C.
Steam more than 100 C.
Materials such as wool have the ability to warm the
situation.
Some hard to heated materials: more resistant to
heating.
Bubbles means boiling.
The bubbles in boiling water contain "air", "oxygen",
or "nothing." 12
It starts melting at 420oC 29
This study identifies four main thermal and
temperature (thermodynamic) concepts that students
find
problems with: the conception of heat, the conception
of temperature, heat transfer, and temperature
changes, the conception of
The "thermal properties" of the material, also the
boiling point of 100 C, and the melting point of Zinc
at 420 C.

Criticism in the journal

1. The title of the journal is appropriate to describe the content to be disclosed in the
journal as a whole and the title of the journal is also quite clear about the important
points expressed.
 2. The abstract contents illustrated with specific represent the contents of the article and
are made in the correct format
3. The research objectives are clearly described
4. The issues raised are of relevance as they are related to the improvement of the
quality of education nationally
5. Design and research methods in accordance with research objectives. This is
evidenced by the factorial design with the experimental method refers to the
effectiveness of learning by using three types of media in terms of the concrete ability
and abstract ability of the students.
6. The design and method used are not clearly articulated and detailed if at any time the
research is repeated.
7. any part of the discussion of the findings / findings is relevant, meaning that the
discussion concerning the issues to be studied has pointed to the relevant concept of
results.
8. Researchers use literature related to the research topic. But there is also a literature
raised in the study of theory but not in the bibliography,
9. In this research the researchers look objectively on the results, in accordance with the
data processing used.
10. Conclusion is clear, concise, solid, and reflects the results of the study.
11. This research has implications, both practical and theoretical Physics learning
activities that use the media, do not fully depend on the delivery of teaching materials
to the media but the role of teachers is also very necessary.

C. Conclusion
From this fundamental idea, it is suggested that the teacher teach the concept of heat
and temperature of the thermal situation or student experience and then identify the contrast
and make a comparison between conceptions until the students clearly understand how the
concept describes the situation. Thus, the previous student's understanding. Knowledge is
useful in providing the right situations and pedagogy. Multiple contexts should be used to
introduce and explain the concepts of heat and temperature, so that students can better
understand concepts and see how the concept is transferred and applied. This new approach
should pay attention to the heat knowledge experienced by previous students
and temperature.
 The students already have an idea of the thermal situation before they enter
theclassroom. That
The new learning approach should be more emphasis on helping students build scientific
thinking and analysis. In addition, to develop students' understanding of differences in heat
and temperature, teachers must help Students realize that mass is also an important factor of
heat energy. The term intensive and broad sum should be explained to the students.
Understanding this term will help students to identify clearly
differences in heat and temperature. This idea is similar to the work of Kesidou and Duit
(1993) when an extensive intensive framework is used as a criterion to indicate students'
difficulties in the difference between heat and temperature.
Perhaps an intensive and extensive amount can help students understand the
difference between heat capacity and specific heat capacity. One of the findings of this study
is that sometimes, students describe an event using a faulty concept concept. Apparently,
using the formula is not in line with the development of conceptual understanding and
encouragement emitted transferring the concept Although students are able to use formulas
and solve theory or mathematics problem, but they do not understand the underlying concept
of the formula.
Therefore, teaching should place more emphasis on:
1) Encourage students to use Lab's physics experiments.
2) Physics teachers should use a modern approach in physics.
3) Develop a conceptual understanding of students before solving theoretical or mathematical
problems.
4) Encourage students to express their ideas by using technical terms and concepts with an
event consistent in order to improve student heat transfer and thermodynamic concepts.
5) Make educational and psychological periods for professors of scientific programs as
(physics, chemistry, biology and mathematics) because they do not study education and
psychology courses.