Misconceptions and light: A curriculum approach

Fetherstonhaugh, Anthony R.

doi:10.1007/bf02620485

Cited by 6 publications

(3 citation statements)

References 5 publications

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“…The number of learners who strongly believed that the upper half of the image disappears when the upper half of the lens is covered was very high. This was also found in agreement with the previous studies [18] [19].…”

Section: Discussion Of the Findings Based On Tier 1 Responsessupporting

confidence: 94%

Learners’ Conceptual Understanding about Image Formation by a Convex Lens: How and to What Extent Can it be improved?

John¹,

Molepo²,

Chirwa³

2018

IJCDSE

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The research conducted for this paper evaluates the effectiveness of an interactive optics teaching module, designed to enhance conceptual understanding by adopting a quasi-experimental pre-testpost-test design. One intact Grade 11 class in a selected school was chosen as the experimental group (N = 36) and another intact Grade 11 class in the same school was chosen as the comparison group (N = 44). The data were collected from four relevant questions of a 4-tier Optics Diagnostic Instrument (4ODI), which was designed for the larger version of the study. Even though there were 4 tiers for each question of the 4ODI, this paper reports only on the data collected from the participants' responses to the 1 st (answer tier) and the 3 rd tier (reason tier) of each of the four questions. The findings suggest that the practical experiment, supported by carefully-designed worksheets, worked significantly better than the computer simulation in improving learners' conceptual understanding of image formation by lenses. The main contribution of this study lies in its authenticity in advocating that Physics education researchers and educators need to integrate technology and practical experiments appropriately into the traditional worksheet-based learning and teaching activities. Furthermore, the study recommends that practical experiments, if properly designed and implemented, can act as an effective approach to science teaching and learning.

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Section: Discussion Of the Findings Based On Tier 1 Responsessupporting

confidence: 94%

Learners’ Conceptual Understanding about Image Formation by a Convex Lens: How and to What Extent Can it be improved?

John¹,

Molepo²,

Chirwa³

2018

IJCDSE

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“…First, the findings of this study with regard to the first sub-research question shed light on a large variety of errors due to lack of knowledge and alternative conceptions about the image characteristics in plane mirror reflection. These findings were found to agree with those from previous studies conducted in many parts of the world (Aydin 2012;Chen et al, 2002;Fetherstonhaugh, 1990;Galili & Hazan, 2000;Langley et al, 1997;Saxena 1991). This overwhelming number of alternative conceptions and errors due to lack of knowledge identified in the present study, along with those found in the literature, suggest that if prior knowledge of the learners regarding light and related phenomena are not identified and remedied, the teaching and learning process may be futile.…”

Section: Discussionsupporting

confidence: 79%

The Impact of an Interactive Ray Diagram Teaching Module in Enhancing Grade 11 Learners’ Conceptual Understanding of Image Formation in a Plane Mirror

John

Molepo

Chirwa

2016

EURASIA J MATH SCI T

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This paper reports on one part of a larger study which aimed at testing the effectiveness of an interactive optics teaching module in enhancing Grade 11 learners' conceptual understanding of reflection. The focus of this paper is to evaluate the effectiveness of a part of the interactive optics teaching module in enhancing learners' conceptual understanding about the characteristics of the image formed in a plane mirror. The sample consisted of 70 learners, selected from one school in the Eastern Cape Province in South Africa. Within the quasi-experimental design, the data were collected from four relevant questions of the questionnaire (designed for the larger study). Findings indicated that the designed teaching module was effective in enhancing learners' understanding of image formation by a plane mirror.

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“…That's why; student's misconceptions ('preconceptions', 'alternative 'frameworks' or 'intuitive notions') about light in different countries have been investigated. __________ Many scientists in science education have established thatGO is one of the topics where students' have many misconceptions (Goldberg & McDermott, 1983;Guesne, 1985;Fetherstonhaugh, 1990;Galili &Bendall, 1993;Galili & Hazan, 2000;Atwood & Christopher, 2005;Blizak, Chafiqi & Kandil., 2009;Outtara &Boudaone, 2012).…”

Section: Introductionmentioning

confidence: 97%

Determination of University Students’ Misconceptions about Light Using Concept Maps

Blizak¹,

Fouad²

2014

Procedia - Social and Behavioral Sciences

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The concept map has evolved, in recent years, as an important teaching and learning tool. It engages students in active learning and assists instructors with their delivery. Thus, we believe that it has the power to be relevant and effective to reflect the design of a poly-functional teaching tool. We argue in favor of renewing didactic tools used in education, in general, and in teaching GO (geometric optics) in particular. The main purpose of this study, however, is to show that the concept mapping is a very effective way in terms of revealing the misconceptions of students, studying GO, during their university year. 52 freshman students (first year) majoring in life science and nature (LSN) were asked to draw a conceptual map about propagation of light; a two-stage experiment: before and after formal teaching sessions. The findings of the qualitative analysis of the students' maps are in line with the results of other research; students have many misconceptions about light and traditional strategy used for teaching GO is not effective for conceptual change. Also, The approach of scoring tasks, as only one survey is not recommended.

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Misconceptions and light: A curriculum approach

Cited by 6 publications

References 5 publications

Learners’ Conceptual Understanding about Image Formation by a Convex Lens: How and to What Extent Can it be improved?

Learners’ Conceptual Understanding about Image Formation by a Convex Lens: How and to What Extent Can it be improved?

The Impact of an Interactive Ray Diagram Teaching Module in Enhancing Grade 11 Learners’ Conceptual Understanding of Image Formation in a Plane Mirror

Determination of University Students’ Misconceptions about Light Using Concept Maps

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