Educación

 

The concept of entropy, from its origins to teachers

 

F. Flores Camacho^a, N. Ulloa Lugo^b, and H. Covarrubias Martínez^a

 

^a Centro de Ciencias Aplicadas y Desarrollo Tecnológico, Universidad Nacional Autónoma de México, 04510 México, D.F., México.

^b Facultad de Estudios Superiores-Iztacala, Universidad Nacional Autónoma de México, 54090 Tlalnepantla, Edo. de México, México.

 

Received 10 April 2015;
Accepted 3 June 2015

 

Abstract

Research on alternative conceptions shows that the entropy concept is among the most difficult for students to understand. Entropy is a concept with a complex history and has been the subject of diverse reconstructions and interpretations. This paper presents a brief review of the origin of the concept (Clausius and Boltzmann), a description of some influential textbooks (Planck, Fermi and Gibbs) and a comparative review on textbooks and how the concept of entropy is conceived and taught by university teachers. The results show that there is a great variety in the descriptions and meanings of entropy provided in textbooks, confusing students and teachers. A brief discussion focuses on new conceptual approaches to entropy. We conclude by suggesting how history can contribute to teachers and students' awareness about changes in the meaning of entropy and their acceptance of a more relevant commitment in their understanding of physical concepts.

Keywords: Entropy in education; science in school.

 

PACS: 01.40 E-; 01.40fk

 

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