Exploring color concepts in physics education: Addressing common preconceptions among teachers‐in‐training

Abstract

In the field of physics education, the identification of students' preconceptions—especially regarding light and color—has been pivotal, as these foundational ideas often persist through higher education. Within teacher education, this is particularly crucial, as these early conceptions can deeply influence how future educators understand and teach these concepts, highlighting the need for an approach that weaves these initial understandings into a coherent scientific framework. Instructing students on color concepts reveals that many grapple with the fundamental optical principles. These initial understandings are integral to designing educational sequences that facilitate conceptual evolution, allowing for a deeper grasp of scientific ideas. This study aimed to examine and interpret the initial conceptions that aspiring primary and secondary educators hold about color and its optical fundamentals, while also developing and applying virtual teaching resources to promote a conceptual change about these foundational concepts. A quasi‐experimental approach was employed, comprising control and experimental groups, and utilizing both qualitative and quantitative methods for a comprehensive analysis. Engaging 409 trainee teachers through non‐probabilistic sampling, the study stratified participants by degree program. These groupings facilitated a comparative evaluation of the pedagogical efficacy of the educational resources developed. The study utilized an online assessment comprising single‐answer multiple‐choice questions, grounded in prior research, which was psychometrically validated. Educational tools were then developed and implemented to foster a deeper understanding of color concepts among prospective teachers. Results analysis highlighted the existence of preconceptions about color among participants from diverse educational backgrounds. The interventions employed were effective in catalyzing a shift in conceptual understanding and in elevating the knowledge levels of the trainee teachers.

Significance of Experiments in Inquiry-based Science Teaching

“…The Significance of Experiments in Inquiry-based Science Teaching Kotsis employed to examine it is developed by students thanks to the emphasis on experimentation in science education (Martínez-Borreguero et al, 2024).…”