Pinholes and images: Children's conceptions of light and vision. I

Rice, Karen; Feher, Elsa

doi:10.1002/sce.3730710413

Cited by 75 publications

(58 citation statements)

References 5 publications

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“…This interaction often leads to the construction of new representations, which are again incompatible with scientific concepts and which are constructed by pupils through teaching. In searching for the interpretations that these new representations lead to, as these are documented in the relevant literature and confirmed by our own preliminary research (pre-test), we discover that pupils' interpretative schemata are largely dependent on the way in which children perceive light emission when coming from extended light sources (Galili 1996;Galili et al 1993;Goldberg and McDermott 1987;Fawaz and Viennot 1986;Rice and Feher 1987). After codifying the pupils' alternative approaches, three representation categories emerge:…”

Section: Light Emission By Extended Light Sourcesmentioning

confidence: 68%

Teaching Image Formation by Extended Light Sources: The Use of a Model Derived from the History of Science

Dedes¹,

Ravanis

2007

Res Sci Educ

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This research, carried out in Greece on pupils aged 12-16, focuses on the transformation of their representations concerning light emission and image formation by extended light sources. The instructive process was carried out in two stages, each one having a different, distinct target set. During the first stage, the appropriate conflict conditions were created by contrasting the subjects' predictions with the results of experimental situations inspired by the History of Science, with a view to destabilizing the pupils' alternative representations. During the second stage, the experimental teaching intervention was carried out; it was based on the geometrical optics model and its parameters were derived from Kepler's relevant historic experiment. For the duration of this process and within the framework of didactical interactions, an effort was made to reorganize initial limited representations and restructure them at the level of the accepted scientific model. The effectiveness of the intervention was evaluated two weeks later, using experimental tasks which had the same cognitive yet different empirical content with respect to the tasks conducted during the intervention. The results of the study showed that the majority of the subjects accepted the model of geometrical optics, that is, the pupils were able to correctly predict and adequately justify the experimental results based on the principle of punctiform light emission. Educational and research implications are discussed.

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Section: Light Emission By Extended Light Sourcesmentioning

confidence: 68%

Teaching Image Formation by Extended Light Sources: The Use of a Model Derived from the History of Science

Dedes¹,

Ravanis

2007

Res Sci Educ

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“…The lines used to depict light in diagrams of 12-16 year olds are sometimes misleading. Radial lines emanating from a source have a preferential direction towards the opening and seem to be deflected by openings instead of crossing each other or they emanate in a parallel or diverging fashion and bend through the gap (Feher and Rice 1988;Rice and Feher 1987;La Rosa et al 1984;Galili and Hazan 2000b). Some 16 and 17 year old students view rays as actual constituents of light and understand the brightness of a source as a measure of the number of rays emitted, or they believe that the strength of a ray attenuates with distance (Galili and Lavrik 1998;Galili and Hazan 2000b;Hubber 2006).…”

Section: Literature Reviewmentioning

confidence: 96%

“…They believe that light is emitted from a source in all directions but with just one ray leaving from each point of the surface (Galili and Hazan 2000b;Rice and Feher 1987;Bendall et al 1993). This misconception lies behind the difficulty students have to explain properly the shadows, the pinhole images, and the image formation by reflection on a mirror (Feher and Rice 1988;Rice and Feher 1987;Bendall et al 1993). With respect to the latter, the lines they draw to connect the object to its image do not represent light but suggest a holistic way of thinking about image creation .…”

Section: Literature Reviewmentioning

confidence: 98%

Lessons from the History of the Concept of the Ray for Teaching Geometrical Optics

Andreou¹,

Raftopoulos

2010

Sci & Educ

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There are two indisputable findings in science education research. First, students go to school with some intuitive beliefs about the natural world and physical phenomena that pose an obstacle to the learning of formal science. Second, these beliefs result from the confluence of two factors, namely, their everyday experience as they interact with the world around them and a set of operational constraints or principles that channel both perceptually and conceptually the way these experiences are perceived and interpreted. History of science suggests that the theories of early scientists through which they sought to explain physical phenomena relied mostly on ideas that closely fitted their experiences of the relevant phenomena. This characteristic of the early scientific ideas is the root of the epistemological difficulties that early scientists faced in their attempts to explain the phenomena. In this paper, we focus on the early theories in optics (from ancient Greek to the late Islamic scientific traditions) and argue that students face some of the same epistemological problems as early scientists in explaining vision and optical phenomena for the reason that students' intuitive beliefs are also closely tied to particular phenomena and as a result the underlying notions are fragmentary and lack the necessary generality that would allow them to cover many disparate phenomena. Knowledge of these epistemological problems can help the instructor to identify the key elements for a better understanding of the formal theory of optics and, in turn, lead to a more effective instruction.

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“…A significant body of such studies documented learners" alternative conceptions about plane mirror reflection (Eshach 2010;Lawson 2010). Some studies reported learners" alternative ideas on light and vision (Rice & Feher 1987;Selley 1996) while others dealt with shadows (Chen 2009). Evidence of research done on learners" ideas about refraction was also found (Kaewkhong et al 2008(Kaewkhong et al , 2010Sengoren 2010).…”

Section: Introductionmentioning

confidence: 99%

South African Learners’ Conceptual Understanding about Image Formation by Lenses

John

Molepo

Chirwa

2017

EURASIA J MATH SCI T

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The purpose of this research was to explore South African Grade 11 learners' conceptual understanding of 'image formation by lenses'. The participants for this study were 70 Grade 11 learners from a selected senior secondary school in Mthatha, Eastern Cape Province, South Africa. The qualitative approach employed in the study made use of a two-tier open-ended questionnaire as the data collection instrument. The study explored several alternative conceptions the learners had held in terms of the roles that the lens and the screen play in the image formation and the characteristics of the image formed when a lens with a larger diameter is used and when a portion of the lens is covered. Most of the participants could not respond correctly in the situations presented in the questionnaire. However, almost all of them were found to have adequate conceptual understanding about the role of a lens in the image formation.

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Pinholes and images: Children's conceptions of light and vision. I

Cited by 75 publications

References 5 publications

Teaching Image Formation by Extended Light Sources: The Use of a Model Derived from the History of Science

Teaching Image Formation by Extended Light Sources: The Use of a Model Derived from the History of Science

Lessons from the History of the Concept of the Ray for Teaching Geometrical Optics

South African Learners’ Conceptual Understanding about Image Formation by Lenses

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