摘要：The study explores the progression of children's understanding of ‘heat’ concept from primary to secondary school. The study derived from a longitudinal study and qualitative research methodology was employed. Data mainly gathered from interviews and class observations. A total of 20 children were involved in this study. The children were interviewed when they were in Year 6 (Grade 6) in primary school and after 10 months, they were again being interviewed when they were in Form 1 (Grade 7) in secondary school. Teachings on ‘heat’ concept were observed in primary school as well as when the topic is being taught in Form 1. Findings showed that there were little progression in the children's understanding of the concept and they portrayed their understanding based on observable phenomena. Explaining at molecular level by Form 1 children revealed that it was based on perception rather than conceptual.
