(a) Department of Science Education, Universitas Negeri Surabaya, Surabaya, Indonesia
(b) Department of Physics Education, Universitas Negeri Surabaya, Surabaya, Indonesia
*binarprahani[at]unesa.ac.id
(c) University Malaya, Kuala Lumpur, Malaysia
Abstract
This study examined the conceptual understanding of thermal physics in 72 prospective science teachers using a quantitative diagnostic approach. Data collection was carried out through a digital-based written scientific argumentation assessment instrument designed with reference to the Toulmin Argumentation Pattern (TAP) framework. The context of the assessment centered on the real-world situation regarding the differences in heating behavior between aluminum and iron. Participants were asked to prepare written scientific arguments in six tasks covering various concepts, including specific heat capacity, the First Law of Thermodynamics, microscopic interpretation of thermal processes, physical boundary conditions, and physics-based counterargumentation constructions. The results of descriptive statistical analysis showed a gradual decline in student achievement in each component of the assessment, with an average score that decreased from 2.74 in the identification of the basic concept of type heat capacity to 1.20 in tasks that required reasoning about the physical boundary conditions. Although prospective science teachers demonstrate a fairly adequate conceptual understanding at the surface level, most still face difficulties in principled high-level thermodynamic reasoning. These difficulties are evident especially in relating heat transfer to the First Law of Thermodynamics, explaining thermal phenomena on a microscopic scale, and formulating scientifically justifiable counterarguments. These findings underscore the importance of implementing a more directed and structured learning approach to strengthen students^ conceptual understanding as well as scientific reasoning skills in thermal physics learning.
