Does it feel like it works? Three-dimensional modeling and thermodynamics conceptual understanding in teacher education

Janine Refil; Georis Aplacador; Rosemarian Arendain; Nelson Ross; Erdee Cajurao

doi:10.29333/ijce/19474

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Janine Refil ¹ , Georis Aplacador ¹ , Rosemarian Arendain ¹ , Nelson Ross ¹ , Erdee Cajurao ¹ ^*

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¹ College of Education, Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology, Mandaon, Masbate, PHILIPPINES^* Corresponding Author

Abstract

Three-dimensional (3D) modeling is promoted as a way to make abstract thermodynamic processes tangible, yet whether favorable perceptions accompany stronger learning is unclear. This descriptive-correlational and predictive study examined the association between perceived effectiveness of 3D modeling and thermodynamics conceptual understanding among 28 second-year pre-service science teachers at a Philippine state college. Each participant completed a 16-item questionnaire covering conceptual understanding, engagement, motivation and ease of learning, plus the 19-item thermodynamics conceptual test. Participants rated 3D modeling favorably (mean = 4.19, standard deviation = 0.46) and scored 14.82 of 19 (78.00%). No dimension was significantly associated with test scores (r = -.113 to .164, all p > .05), and backward regression retained no predictor, F(4, 23) = 0.51, p = .726, R² = .0855. Given the small sample and wide confidence intervals, these findings are inconclusive rather than evidence of no association. Larger studies are needed for more precise estimates.

Keywords

three-dimensional modeling
perceived effectiveness
conceptual understanding
thermodynamics
pre-service science teachers
statistical power

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

International Journal of Changes in Education, Volume 4, Issue 1, 2027, Article No: em112

https://doi.org/10.29333/ijce/19474

Publication date: 02 Oct 2026

Article Views: 42

Article Downloads: 10

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How to cite this article

APA

Refil, J., Aplacador, G., Arendain, R., Ross, N., & Cajurao, E. (2027). Does it feel like it works? Three-dimensional modeling and thermodynamics conceptual understanding in teacher education. International Journal of Changes in Education, 4(1), em112. https://doi.org/10.29333/ijce/19474

Vancouver

Refil J, Aplacador G, Arendain R, Ross N, Cajurao E. Does it feel like it works? Three-dimensional modeling and thermodynamics conceptual understanding in teacher education. International Journal of Changes in Education. 2027;4(1):em112. https://doi.org/10.29333/ijce/19474

AMA

Refil J, Aplacador G, Arendain R, Ross N, Cajurao E. Does it feel like it works? Three-dimensional modeling and thermodynamics conceptual understanding in teacher education. International Journal of Changes in Education. 2027;4(1), em112. https://doi.org/10.29333/ijce/19474

Chicago

Refil, Janine, Georis Aplacador, Rosemarian Arendain, Nelson Ross, and Erdee Cajurao. "Does it feel like it works? Three-dimensional modeling and thermodynamics conceptual understanding in teacher education". International Journal of Changes in Education 2027 4 no. 1 (2027): em112. https://doi.org/10.29333/ijce/19474

Harvard

Refil, J., Aplacador, G., Arendain, R., Ross, N., and Cajurao, E. (2027). Does it feel like it works? Three-dimensional modeling and thermodynamics conceptual understanding in teacher education. International Journal of Changes in Education, 4(1), em112. https://doi.org/10.29333/ijce/19474

MLA

Refil, Janine et al. "Does it feel like it works? Three-dimensional modeling and thermodynamics conceptual understanding in teacher education". International Journal of Changes in Education, vol. 4, no. 1, 2027, em112. https://doi.org/10.29333/ijce/19474