000134861 001__ 134861 000134861 005__ 20240503133219.0 000134861 0247_ $$2doi$$a10.1119/5.0135846 000134861 0248_ $$2sideral$$a138277 000134861 037__ $$aART-2024-138277 000134861 041__ $$aeng 000134861 100__ $$aAtares, Lorena 000134861 245__ $$aThe first step to address the teaching of entropy 000134861 260__ $$c2024 000134861 5060_ $$aAccess copy available to the general public$$fUnrestricted 000134861 5203_ $$aMany expert scientists would agree with Arnold Sommerfeld that the first time you go through thermodynamics, you do not understand it at all. The quote goes on to say that you will not be bothered by your lack of understanding later,1 but in spite of this relatively happy ending, it is fair to acknowledge that thermodynamics has many potential stumbling blocks. Elusive concepts such as equilibrium or idealized reversible processes, among many others, are basic to true understanding and challenge both students and teachers along the bumpy way. When confronted with the teaching of a discipline with so many troublesome concepts, it would be helpful to identify those that may be hindering the progress of the learner, also known as threshold concepts.2 Among the difficult concepts in thermodynamics, entropy has been previously stated as a threshold concept in the literature.2 In fact, the comprehension of entropy is key to meaningfully understand how the conservation of energy is related to irreversible change. The second law of thermodynamics states that irreversible processes are driven by the increase of universal entropy. This concept is hence key to understanding even the most basic natural phenomena, such as why a gas expands or heat goes from hot to cold. 000134861 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/ 000134861 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000134861 700__ $$aCanet, María José 000134861 700__ $$aTrujillo, Macarena 000134861 700__ $$0(orcid)0000-0003-4958-7239$$aParicio, Javier$$uUniversidad de Zaragoza 000134861 7102_ $$14013$$2210$$aUniversidad de Zaragoza$$bDpto. Didácticas Específicas$$cÁrea Didáctica Ciencias Socia. 000134861 773__ $$g62, 4 (2024), 287-289$$pPhys. teach.$$tPHYSICS TEACHER$$x0031-921X 000134861 8564_ $$s840822$$uhttps://zaguan.unizar.es/record/134861/files/texto_completo.pdf$$yVersión publicada$$zinfo:eu-repo/date/embargoEnd/2025-04-01 000134861 8564_ $$s967427$$uhttps://zaguan.unizar.es/record/134861/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada$$zinfo:eu-repo/date/embargoEnd/2025-04-01 000134861 909CO $$ooai:zaguan.unizar.es:134861$$particulos$$pdriver 000134861 951__ $$a2024-05-03-11:06:28 000134861 980__ $$aARTICLE