Analyzing high school students’ reasoning about polarization of light

Cvenić, Karolina Matejak; Ivanjek, Lana; Planinić, Maja; Jeličić, Katarina; Sušac, Ana; Hopf, Martin

doi:10.1103/physrevphyseducres.17.010136

Cited by 13 publications

(20 citation statements)

References 26 publications

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“…The drawings participants made to support their explanations revealed that they meant electric field vector, propagation direction, and beams of light when they said, 'single direction'. In their study, Matejak Cvenic et al (2021) also determined that high school students confuse electric field vector with the propagation direction of light. It was found that prospective teachers have the same misconceptions even though both geometric and physical optics are covered in more detail at university.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…In the literature, it has been stated that the polarization of light is not generally understood, and this may be due to a lack of understanding of the structure of electromagnetic waves (Özdemir et al 2020, Park et al 2001, Thapa and Lakshminarayanan 2013. When the studies are examined, it is seen that only Matejak Cvenic et al (2021) examined high school students' reasoning about polarization. However, it is seen that there is a need for studies that examine the reasons why the polarization of light, which has a wide application area in daily life and modern techniques, is not understood.…”

Section: Aims Of the Studymentioning

confidence: 99%

“…Using the same test, Özdemir et al (2020) also determined that opticians have not completely understood the electromagnetic structure of light and have not had enough knowledge of polarization. Matejak Cvenic et al (2021) concluded that high school students' understanding of the polarization of light is limited and that they have different misconceptions about it. In the same study, it was determined that high school students explain polarization and polarizers by combining unrelated concepts because they have conceptual confusion due to polarization demonstration and they use geometric optics to explain polarization.…”

Section: Introductionmentioning

confidence: 99%

“…In the same study, it was determined that high school students explain polarization and polarizers by combining unrelated concepts because they have conceptual confusion due to polarization demonstration and they use geometric optics to explain polarization. Matejak Cvenic et al (2021) also indicated that because they do not understand the structure of electromagnetic waves, they confuse the electric field vector with the propagation direction of light. Other studies on polarization focus on the techniques and materials developed for representing polarization (Freitas et al 2018, Logiurato 2017, Monteiro et al 2017, Richtberg and Girwidz 2017 and developing a laboratory activity for elliptic polarization (Masters and Grove 2009).…”

Section: Introductionmentioning

confidence: 99%

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Prospective teachers’ conceptual understanding of the polarization of light

Aykutlu¹,

Ensari²,

Bayrak³

2022

Eur. J. Phys.

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Studies in the literature have shown that polarization of light, which has a wide application area in daily life and modern techniques, is not understood. In this case, a detailed investigation of prospective teachers’ conceptual understandings and misconceptions on the polarization of light can be a guide for both teaching the subject and revealing students’ conceptual understanding of electromagnetic waves. This study aims to determine prospective teachers’ conceptual understanding of the polarization of light. Using qualitative research methods, it was realised with the participation of 20 prospective teachers. Participants were asked five open-ended questions to determine their conceptual understanding of the polarization of light. These open-ended questions include polarization explanations and drawings. After first coding, eleven of them were interviewed. Findings indicate that participants have incorrect or insufficient conceptual understanding of the polarization of light. Participants’ explanations and drawings showed that prospective teachers thought of polarization as losing magnetic field, propagating in a single direction, and collecting beams of light. Based on the results obtained in the study, it is believed that prospective teachers’ conceptual difficulties about the polarization of light stem from not having completely understood the electromagnetic structure of light and the function of polaroid. Based on the results, explaining the limitations of each light model, using three-dimensional simulations, and inquiry-based teaching are suggested.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Aims Of the Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Prospective teachers’ conceptual understanding of the polarization of light

Aykutlu¹,

Ensari²,

Bayrak³

2022

Eur. J. Phys.

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“…Light has the most interesting phenomenon among physics concepts. The data reveal a low understanding of the phenomenon of light (Cvenic et al 2021), which is related to the instructional tools and strategies teachers use (Ndihokubwayo et al 2020). Students confuse reflection and refraction of light.…”

Section: Introductionmentioning

confidence: 95%

Physics E-Module Development Based on Contextual Teaching and Learning on Reflection of Light and Refraction of Light

Aprianti

Naddiyah

Gusti

et al. 2023

jpppf

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This study aims to develop an e-module based on Contextual Teaching and Learning (CTL) as a physics learning media and to test its feasibility. The study employed a research and development method (R & D). This research produces a digital learning media for the Physic topic of reflection of light and refraction of light, which can assist students in studying independently by following the syntax of CTL. The e-module combines video, audio, and interactive quiz features. The development process was conducted through the ADDIE model where the researcher evaluate every step in the development process. The e-module was developed according to the syntax of CTL. Validation of the e-module was conducted during the development steps. The validation results by the material expert gained a score of 85.09%, while the media expert gained a score of 82.14%. The e-module was implemented in a small group of nine students and gained a score of 84.71%. These scores mean that the e-module was considered feasible and very good.

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