A Didactic Sequence of Elementary Geometric Optics Informed by History and Philosophy of Science

Maurício, Paulo; Valente, Bruno; Chagas, Isabel

doi:10.1007/s10763-015-9662-1

Cited by 5 publications

(5 citation statements)

References 47 publications

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“…Regarding preservice teachers' conceptual difficulties revealed in the present study and those published in international scientific reviews as outlined in the Introduction [16][17][18][19][20][21][22][23], many researchers have used various conceptual change strategies to help students and preservice teachers' ACs to incorporate different light phenomena such as image formation in plane mirrors, the shape of shadows, rectilinear propagation of light, and matter and light color properties [35][36][37][38][39][40][41][42][43][44][45][46][47]. They have used different teaching approaches such as hands-on laboratory experiments [45], analogies [46], phenomenological approaches [38,39], historical approaches [41], and other critical didactic strategies.…”

Section: Discussionmentioning

confidence: 99%

“…To do this, among other things, they offered the pupils the opportunity to analyze historical texts that they adapted to their level. Paulo, Bianor, and Isabel [44] (p. 527) highlighted teaching geometrical optics by creating a teaching sequence requiring a dialogical process between preservice students' previous knowledge and the history of geometrical optics development. Such an approach will make it possible to value preservice teachers' misconceptions by studying false theories developed during history by renowned scientists.…”

Section: Discussionmentioning

confidence: 99%

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Primary School Preservice Teachers’ Alternative Conceptions about Light Interaction with Matter (Reflection, Refraction, and Absorption) and Shadow Size Changes on Earth and Sun

Métioui

2023

Education Sciences

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The present qualitative study investigates the conceptual representations of 132 preservice Quebec elementary teachers regarding matter–light interaction (reflection, refraction, and absorption) and the size of the shadow of an object on the Earth’s surface illuminated by sunlight. A paper-and-pencil questionnaire composed of six questions was constructed and managed. The data analyses demonstrate that most encounter several conceptual difficulties in explaining phenomena related to light, which are omnipresent in their immediate environment and with which they interact daily. The conceptual difficulties identified in analyzing the students’ explanations were as follows: (1) a black-colored body absorbs all light rays; (2) light travels rectilinearly and stops when it hits a white paper; (3) a mirror reflects light; it does not absorb it; (4) the glass surface of a mirror reflects light; (5) specular reflection and diffuse reflection are confused; and (6) the shadow varies during the day because the Sun moves around the Earth. These findings have implications for creating teaching strategies that confront preservice elementary teachers’ alternative conceptions and their corresponding scientifically accepted counterparts.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Primary School Preservice Teachers’ Alternative Conceptions about Light Interaction with Matter (Reflection, Refraction, and Absorption) and Shadow Size Changes on Earth and Sun

Métioui

2023

Education Sciences

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“…Studies have revealed that students of different ages and cultures have misconceptions about image formation-observation [8,10,30]. Kaltakci-Gurel et al [10] found that students use key terms in geometric optics such as "image" arbitrarily or erroneously.…”

Section: Students' Learning Difficultiesmentioning

confidence: 99%

“…The students referred to an image as a reflection of light rays from optical devices or anything that can be seen by the eye. The students in the studies by Galili (1996) and others considered the image to be a movable entity that moves with the help of light rays [8,11,30]. Kaltakci-Gurel et al [10] reported that students struggled to scientifically define real and virtual images.…”

Section: Students' Learning Difficultiesmentioning

confidence: 99%

Representation of Image Formation—Observation in Optics in Ethiopian Textbooks: Student Learning Difficulties as an Analytical Tool

et al. 2023

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Studies have reported that students find geometric optics topics difficult partly because of representations in textbooks. In Ethiopia, textbooks are the main source of content in schools. Therefore, a study of how textbooks present certain topics can shed light on students’ learning difficulties. This study specifically examines how image formation–observation is presented in Ethiopian textbooks and how these representations might be the possible causes of students’ learning difficulties. Sixth-, eighth-, and tenth-grade physics textbook chapters containing topics related to image were analyzed. The analysis followed a directed approach to qualitative content analysis. The results show that textbooks sometimes contain explanations that explicitly clarify pictorials and are consistently integrated. However, the textbooks also contain implicit, missing, and incorrect verbal representations as well as incomplete, selective, and patterned pictorial representations that are presented inconsistently. Moreover, the textbooks rarely show alternative representations that complement the problematic representations, hence limiting their misinterpretations. Students may intuitively interpret implicit, selective, and patterned representations that may not conform to scientific concepts. Similarly, incorrect, missing, and incomplete representations could be seen as a direct source of students’ misconceptions. The results suggest that authors and teachers of optics textbooks should be aware of students’ learning difficulties because of representations and should emphasize alternative representations.

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“…Chevallard [4] explained the term Didactic Transposition by starting with studies that are conducted in the field of mathematics teaching [5]. However, today, it has become a theory that is used not only in the field of mathematics, but also in the fields of language, philosophy, social sciences, music, physics teaching, technology, and science [6][7][8][9][10][11][12][13][14][15][16][17][18][19][20][21].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the Knowledge of Science Teachers with Didactic Transposition Theory

Atalar¹,

Ergün²

2018

ujer

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The quality of the process of teaching is related to the behaviors shown by the teacher and their capability. In cases where teachers who have different training are expected to teach the same topic, teachers may make some alterations in the topics in question. Turkish education system has teachers who have different training but teach the same subject. Transposition is an institutional framework which is concerned with transformation of the knowledge given in schools from its status as didactic scientific knowledge to learned knowledge. The purpose in this study is to determine the factors influential on the process of transformation from knowledge to be taught to knowledge that is taught that are caused by science teachers. In this context, this study was conducted with 5 science teachers with different training and a total of 159 students of these teachers at 7th grade. Interviews were held with the science teachers and students on the subjects of electron configuration and chemical properties and chemical bonds, and their classes were recorded. As a result of the collected data, it was concluded that the science teachers with different training take the curricula into consideration while transforming the knowledge to be taught, and this transformation was affected by the department they graduated from.

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A Didactic Sequence of Elementary Geometric Optics Informed by History and Philosophy of Science

Cited by 5 publications

References 47 publications

Primary School Preservice Teachers’ Alternative Conceptions about Light Interaction with Matter (Reflection, Refraction, and Absorption) and Shadow Size Changes on Earth and Sun

Primary School Preservice Teachers’ Alternative Conceptions about Light Interaction with Matter (Reflection, Refraction, and Absorption) and Shadow Size Changes on Earth and Sun

Representation of Image Formation—Observation in Optics in Ethiopian Textbooks: Student Learning Difficulties as an Analytical Tool

Evaluation of the Knowledge of Science Teachers with Didactic Transposition Theory

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