A Teaching-Learning Sequence of Colour Informed by History and Philosophy of Science

Abstract

In this work, we present a teaching-learning sequence on colour intended to a pre-service elementary teacher programme informed by History and Philosophy of Science. Working in a socio-constructivist framework, we made an excursion on the history of colour. Our excursion through history of colour, as well as the reported misconception on colour helps us to inform the constructions of the teaching-learning sequence. We apply a questionnaire both before and after each of the two cycles of action-research in order to assess students' knowledge evolution on colour and to evaluate our teaching-learning sequence. Finally, we present a discussion on the persistence of deep-rooted alternative conceptions.

Didactic Strategy for the Teaching of Isotope Mixing Models for Stable Isotopes Relevant to Biogeochemistry Based on the Analogy with Color Composition

“…Note that the colors presented in the figures of this work, as in the case of any graphic presentation in computer monitors, television, and video projectors, are formed by additive synthesis, even though they intend to represent subtractive synthesis. According to Mauri ́cio et al, 11 there is no need to consider the wavelike aspect of light in teaching−learning about the basic aspects of color.…”

“…The differentiation between pigment-color and light-color stimulus 16 is particularly important, considering that their mixing models are different. Additionally, Mauri ́cio et al 11 reported general misconceptions on color learning from elementary students, indicating that the Aristotelian conception that colors are an inherent property of material prevails.…”

“…Meaningful learning consists of the integration of existing knowledge with new knowledge . The teaching of color mixing occurs globally in primary education, which makes it a familiar analog domain for almost all students worldwide. Furthermore, the recent pandemic crisis period affected society in several areas, including education, − with the interruption of presential academic activities and increasing demand for distance learning .…”

A teaching-learning sequence on colour in the context of a motivational stage for high school students

“…also when coloured light illuminates a coloured object [4,7]; that natural light (such as sunlight) is not composed of a mixture of colours, but considered as 'pure' and colourless [8]. Sometimes, as is the case in other fields of physics, these conceptions emulate historical theories about colour, which predate the emergence of the scientific method [9]. Misconceptions about the mechanism of vision contribute to a poor understanding of colour; a widespread model among students is that of light as a facilitator of vision: ambient light reveals colours and allows them to be seen, but it has no other special relationship to vision or the eye [10].…”

Relações Articuladoras: Viabilizando O Uso Instrumental Do Losango Didático Em Sequências De Ensino-Aprendizagem

“…Dados os impactos da ciência e da tecnologia em nossa vida cotidiana, ao longo das últimas décadas o ensino de ciência tem enfatizado a importância da formação de cidadãos crítico-refl exivos para a vivência em sociedade, além da aprendizagem de conteúdos científi cos. Neste cenário, uma vertente em destaque, em especial na área das Ciências da Natureza, é o desenvolvimento e trabalho com sequências de ensino-aprendizagem (SEA) como forma de aproximar a ciência escolar com o cotidiano dos alunos, evidenciando que o conhecimento científi co contribui para interpretações do mundo material (VÁZQUEZ-ALONSO et al, 2016;GUISASOLA et al, 2017;KNEUBIL;MAURÍCIO et al, 2017;SAVINAINEN et al, 2017;;SILVA;COLOMBO JUNIOR, 2017).…”