1) Students’ understandings were supported by the likeness between personal experiences and scientific conceptions. Students’ understandings about thermal situations came from their everyday experiences (Arnold and Millar, 1994). Several students could give the correct answer, such as the first and second law of thermodynamics, by referring to their everyday experiences. Students could understand the scientific concepts instinctively whenever the concepts absolutely made sense to their life experiences. However, students still face problems in giving scientific reasons and consistent predictions.