Shadows and anti‐images: Children's conceptions of light and vision. II

Feher, Elsa; Rice, Karen

doi:10.1002/sce.3730720509

Cited by 75 publications

(55 citation statements)

References 2 publications

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“…Children"s ideas about shadows contradict the scientific conception that shadow is conceived as the presence of something that light allows us to see, rather than the absence of light (Feher & Rice, 1988). In this study 40 children of ages 8 to 14 interviewed about the shadow when a large ball is placed in front of a crossed light.…”

Section: Nature and Propagation Of Lightmentioning

confidence: 87%

Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics

Gürel

Eryılmaz

McDermott

2017

Research in Science & Technological Education

140

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iii I hereby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. held by more than 10 % of the pre-service teachers, were identified and considered to be significant.

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Section: Nature and Propagation Of Lightmentioning

confidence: 87%

Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics

Gürel

Eryılmaz

McDermott

2017

Research in Science & Technological Education

140

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“…Findings suggest that although the majority of the children described the phenomena being demonstrated, few children expressed an intended causal explanation (Rix & McSorley, 1999). In other studies (Feher, 1990;Feher & Rice, 1988), many children (8-14 years old) expressed misconceptions as a consequence of using exhibits demonstrating unexpected phenomena about shadows. Stocklmayer and Gilbert (2002a) also reported that adult visitors often reinforced their misconceptions as a consequence of using exhibits demonstrating the phenomena of polarized light and magnetic repulsion originated in eddy currents (Stocklmayer & Gilbert, 2002a).…”

Section: Studies Of Learning From Interactive Exhibitsmentioning

confidence: 73%

“…Several studies have analyzed visitors' short-term outcomes of using exhibits as "exemplars of phenomena discerned by the senses" (Feher, 1990;Feher & Rice, 1988;McClafferty, 1995;Rix & McSorley, 1999;Stocklmayer & Gilbert, 2002a). These studies suggest that building a causal explanation for a phenomenon being demonstrated seems to be a difficult task for visitors.…”

Section: Studies Of Learning From Interactive Exhibitsmentioning

confidence: 99%

Educational value of different types of exhibits in an interactive science and technology center

Afonso

Gilbert

2007

Science Education

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This study analyzes the short-term consequences of visitors' use of different types of exhibits (i.e., "exemplars of phenomena" and "analogy based") together with the factors affecting visitors' understanding of and their evaluation of the use of such exhibits. One hundred and twenty five visitors (either alone or in groups) were observed during their interaction and interviewed immediately afterwards. Findings suggest that the type of exhibit constrains the nature of the understanding achieved. The use of analogical reasoning may lead to an intended causal explanation of an exhibit that is an exemplar of a phenomenon, but visitors often express misconceptions as a consequence of using this type of exhibit. Analogy-based exhibits are often not used as intended by the designer. This may be because visitors do not access the source domain intended; are unaware of the use of analogy per se (in particular, when the exhibit is of the subtype "only showing similarities between relationships"); only acquire fragmentary knowledge about the target; or fail to use analogical reasoning of which they were capable. Furthermore, exhibits related to everyday world situations are recognized to have an immediate educative value for visitors. Suggestions for enhancing the educative value of exhibits are proposed.

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“…Most of all, light and shadow are general ones students have experienced frequently among natural phenomena [1]. For this reason, they have formed their own thoughts through daily experience [2]. However, what has been revealed in preceding research is that a concept that students have created through experience is not only not the same as that of scientists, but also wrong.…”

Section: Introductionmentioning

confidence: 84%