Let’s Repair the Broken Galileo Thermometer - Conceptual Learning through Guided Inquiry

Oct 15, 2026

A guided-inquiry laboratory activity is developed and validated for upper-secondary students to strengthen conceptual understanding of the physical principles underlying temperature measurement and to improve selected skills. Conceptual pre-test questions surface misconceptions, then an interactive lecture demonstration introduces the Galileo thermometer. Students must repair a broken thermometer when tap water replaces ethanol by adjusting buoyancy to obtain correct temperature readings. Pair work with worksheet steps is followed by self-assessment rubrics; results from 461 participants are analyzed and recommendations are provided for teachers.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Introduction

Guided inquiry approach

Flotation, buoyancy force, and Archimedes’ principle

Need for teacher preparation

Issues when introducing inquiry in secondary schools

doi: 10.26529/cepsj.320 Let’s Repair the Broken Galileo Thermometer Marián Kireš1 • We have developed and verified laboratory work as guided inquiry for upper secondary level students, focusing on conceptual understanding of the physical principle that forms the basis of temperature measurement, and on improvement of selected skills. Conceptual pre-test questions initiate the students’ interest and help identify input misconceptions. Using the method of interactive lecture demonstration, the students are introduced to the measurement principles of the Galileo thermometer. The students are then set the problem of how to repair a broken thermometer when tap water is used instead of ethanol. Since the density of water is greater than that of ethanol, the buoys must be adjusted by the students to achieve correct temperature measurement. The next steps ofthe activity have a hands-on orientation. The students work in pairs, guided by worksheet instructions. At the end of the activity, they complete self-assessment rubrics focused on skill improvement and final conceptual understanding. The results of the conceptual pretest questions and of the self-assessment rubrics from 461 participants are analysed and recommendations are made for teachers. Keywords: conceptual understanding, Galileo thermometer, guided inquiry 1 Pavol Jozef Šafárik University in Košice, Faculty of Science, Slovakia; [marian.kires@upjs.sk](marian.kires@upjs.sk). Popravimo pokvarjen Galilejev termometer Marián Kireš • Razvili in evalvirali smo laboratorijsko vajo, vključujoč učenje z raziskovanjem, za dijake, osredinjeno na konceptualno razumevanje fizikalnega principa, ki je osnova za merjenje temperature, in na izboljšanje izbranih veščin. Vprašanja na predpreizkusu znanja spodbujajo dijakovo zanimanje in pomagajo identificirati začetne napačne predstave. Z uporabo metode interaktivne demonstracije na predavanju se dijaki seznanijo s principom merjenja z Galilejevim termometrom. Dijaki nato oblikujejo problem, kako popraviti pokvarjen termometer, ko je uporabljena voda iz pipe namesto etanola. Ker je gostota vode večja kot gostota etanola, morajo dijaki prilagoditi plovnost termometra, da dosežejopravilne meritve temperature. Naslednji koraki aktivnosti vključujejo preproste poskuse. Dijaki delajo v parih, sledijo navodilom za delo z delovnih listov. Na koncu aktivnosti izpolnijo vprašalnik za samoocenos poudarkom na izboljšanju veščin inkončnem konceptualnem razumevanju. Rezultati predpreizkusov znanja in vprašalnikov za samooceno 461 udeležencev so analizirani in podana so priporočila za učitelje. Ključne besede: konceptualno razumevanje, Galilejev termometer, vodeno raziskovanje Introduction Contemporary science, engineering and technology bring a vast array of topics, the understanding of which is required in order to motivate and engage students for their sustainable development in the future. In formal education, there is a great deal of inertia and conservatism, which unfortunately results in a failure to address content innovations systematically and dynamically. Our aim is to suggest an approach to processing current topics that follows the school curriculum and opens up new horizons for the students. In order to ensure the development of these topics, we seek to demonstrate their benefits and strengthen the determination of teachers to include them in school education programmes. Flotation, buoyancy force and the Archimedes’ principle are among to the basic topics of physics courses. We can determine the existence of a buoyancy force when we observe diving and flotation, and this topic is reasonably easy to remember for the vast majority of students. In our practice, however, we have encountered mostly just learned facts, without conceptual understanding. In order to solve new situations, only a consistent understanding can ensure success. Just the key concepts, which require conceptual understanding, are appropriate topics

FAQs

What learning goals does the activity target for students?

It focuses on conceptual understanding of the temperature-measurement principle using a Galileo thermometer and on improving selected skills.

How do students repair the Galileo thermometer in the activity?

They address the problem created by using tap water instead of ethanol; because water density is higher, they adjust buoyancy (buoys) to achieve correct temperature measurement.

How are student learning results evaluated and used?

Students complete self-assessment rubrics after the hands-on work; results from 461 participants’ pre-tests and self-assessments are analyzed to formulate recommendations for teachers.

Oct 15, 2026

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