Students know more than they can tell: Understanding learners' ideas of heat transfer via model revision activities

Students' preconceptions significantly influence learning as they bring prior experiences and ideas alongside formal knowledge. Considering only explicit or conscious conceptual models can misinform teachers' efforts. Framing the problem using both conscious (verbal-symbolic knowledge, conscious models) and unconscious (implicit models, core-intuitions) conceptual resources offer a powerful framework. This study interprets the ideas of heat transfer of two grade 11 students in depth (from a total N=9), through this framework. We look at how Nash and Payal use different conceptual resources to build an explanatory model of heat transfer in a cup through the model revision activities. We found different ideas of heat (heat as a substance, steam as unique property of heat) to be unconsciously influencing how students understand the concept. Harnessing core-intuitions into conscious models enabled Nash to build better explanatory models, whereas Payal extensively relied on her verbal-symbolic knowledge. In the macroscopic activities, both students tended to use their judgments from their sensory perceptions, going against their verbal-symbolic knowledge. Using the metacognitive prompts on Knowledge Forum also supported student's critical analysis about their ideas before uploading them on the forum.