Başer, M. (2006). Fostering Conceptual Change by Cognitive Conflict Based Instruction on Students' Understanding of Heat and Temperature Concepts. Eurasia Journal of Mathematics, Science and Technology Education, 2(2), 96-114. https://doi.org/10.12973/ejmste/75458
Chu, H. E., Treagust, D. F., Yeo, S., & Zadnik, M. (2012). Evaluation of students’ understanding of thermal concepts in everyday contexts. International Journal of Science Education, 34(10), 1509-1534.
Keeler, A., & Miller, L. (2015). 50 things you can do with Google Classroom. San Diego, CA: Dave Burgess Consulting Inc.
Khan, S. (2011). New pedagogies on teaching science with computer simulations. Journal of Science Education and Technology, 20(3), 215-232.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.
Magana, A. J., Falk, M. L., Vieira, C., Reese, M. J., Alabi, O., & Patinet, S. (2017). Affordances and challenges of computational tools for supporting modeling and simulation practices. Computer Applications in Engineering Education, 25(3), 352-375.
Romrell, D., Kidder, L. C., & Wood, E. (2014). The SAMR model as a framework for evaluating mLearning. Journal of Asynchronous Learning Networks, 18(2), n2.
Schnittka, C. G., Bell, R. L., & Richards, L. G. (2010). Save the penguins: Teaching the science of heat transfer through engineering design. Science Scope, 34(3), 82-91.
Sözbilir, M. (2003). A review of selected literature on students’ misconceptions of heat and temperature. Boğaziçi University Journal of Education, 20(1), 25-41.
The Lab. (2018). Colorful Convection Currents | Science Experiments | Steve Spangler Science. [online] Available at: https://www.stevespanglerscience.com/lab/experiments/colorful-convection-currents/
Xie, C. (2012). Interactive heat transfer simulations for everyone. Physics Teacher, 50(4), 237.
Yeo, S., & Zadnik, M. (2001). Introductory thermal concept evaluation: Assessing students' understanding. The physics teacher, 39(8), 496-504.
Wiser, M., & Amin, T. (2001). “Is heat hot?” Inducing conceptual change by integrating everyday and scientific perspectives on thermal phenomena. Learning and Instruction, 11(4-5), 331-355.
Chu, H. E., Treagust, D. F., Yeo, S., & Zadnik, M. (2012). Evaluation of students’ understanding of thermal concepts in everyday contexts. International Journal of Science Education, 34(10), 1509-1534.
Keeler, A., & Miller, L. (2015). 50 things you can do with Google Classroom. San Diego, CA: Dave Burgess Consulting Inc.
Khan, S. (2011). New pedagogies on teaching science with computer simulations. Journal of Science Education and Technology, 20(3), 215-232.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.
Magana, A. J., Falk, M. L., Vieira, C., Reese, M. J., Alabi, O., & Patinet, S. (2017). Affordances and challenges of computational tools for supporting modeling and simulation practices. Computer Applications in Engineering Education, 25(3), 352-375.
Romrell, D., Kidder, L. C., & Wood, E. (2014). The SAMR model as a framework for evaluating mLearning. Journal of Asynchronous Learning Networks, 18(2), n2.
Schnittka, C. G., Bell, R. L., & Richards, L. G. (2010). Save the penguins: Teaching the science of heat transfer through engineering design. Science Scope, 34(3), 82-91.
Sözbilir, M. (2003). A review of selected literature on students’ misconceptions of heat and temperature. Boğaziçi University Journal of Education, 20(1), 25-41.
The Lab. (2018). Colorful Convection Currents | Science Experiments | Steve Spangler Science. [online] Available at: https://www.stevespanglerscience.com/lab/experiments/colorful-convection-currents/
Xie, C. (2012). Interactive heat transfer simulations for everyone. Physics Teacher, 50(4), 237.
Yeo, S., & Zadnik, M. (2001). Introductory thermal concept evaluation: Assessing students' understanding. The physics teacher, 39(8), 496-504.
Wiser, M., & Amin, T. (2001). “Is heat hot?” Inducing conceptual change by integrating everyday and scientific perspectives on thermal phenomena. Learning and Instruction, 11(4-5), 331-355.