<?xml version="1.0" encoding="UTF-8"?> <article key="pdf/10010420" mdate="2019-04-03 00:00:00"> <author>Abdeljalil M茅tioui</author> <title>Quebec Elementary Preservice Teachers&amp;rsquo; Conceptual Representations about Heat and Temperature</title> <pages>724 - 729</pages> <year>2019</year> <volume>13</volume> <number>5</number> <journal>International Journal of Educational and Pedagogical Sciences</journal> <ee>https://publications.waset.org/pdf/10010420</ee> <url>https://publications.waset.org/vol/149</url> <publisher>World Academy of Science, Engineering and Technology</publisher> <abstract>This article identifies the conceptual representations of 128 students enrolled in elementary preservice teachers&amp;amp;rsquo; education in the Province of Quebec, Canada (ages 1924). To construct their conceptual representations relatively to notions of heat and temperature, we use a qualitative research approach. For that, we distributed them a questionnaire including four questions. The result demonstrates that these students tend to view the temperature as a measure of the hotness of an object or person. They also related the sensation of cold (or warm) to the difference in temperature, and for their majority, the physical change of the matter does not require a constant temperature. These representations are inaccurate relatively to the scientific views, and we will see that they are relevant to the design of teaching strategies based on conceptual conflict. </abstract> <index>Open Science Index 149, 2019</index> </article>