This paper examines engineering students’ misconceptions of thermodynamics. A summary of the pedagogical theories of misconceptions is presented and the cognitive roots of misconceptions are briefly reviewed. Concept tests are discussed as one of the most effective tools for diagnosing misconceptions, followed by a summary of the available thermodynamics concept tests. Finally, an overview is presented of the most frequent thermodynamics misconceptions among engineering students.
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Sepehr Foroushani (2018) studied this question.
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