Student difficulties in understanding image formation by a plane mirror

Goldberg, Fred; McDermott, Lillian C.

doi:10.1119/1.2342096

Cited by 110 publications

(66 citation statements)

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“…These results were in agreement with the findings of the previous studies (Galili, 1996;Guesne, 1985;Fetherstonhaugh & Treagust, 1992;Goldberg & McDermott, 1986). …”

Section: Two-tier Testssupporting

confidence: 83%

“…Both produced five reasoning categories. The question in the second part of the item was also asked by Goldberg and McDermott (1986) in their studies, and the most common answer of their subjects for seeing more of their own bodies was moving back from the mirror. The subjects seemed to be unable to understand that the size of one"s own image that is visible to an observer does not depend on the distance from the mirror, but only on the size of the mirror relative to the observer.…”

mentioning

confidence: 99%

“…Instead, in order to measure students" conceptions on several concepts, different diagnostic tools have been developed and used by researchers. Interviews (Goldberg & McDermott, 1986 ;Osborne & Gilbert, 1979;1980a;White & Gunstone, 1992), concept maps (Novak, 1996), open-ended or free response questionnaires (Wittman, 1998) Interviews, open-ended and multiple-choice tests are the ones commonly used in physics education research. However, each tool has some advantages as well as disadvantages over the others.…”

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confidence: 99%

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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

141

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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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“…These results were in agreement with the findings of the previous studies (Galili, 1996;Guesne, 1985;Fetherstonhaugh & Treagust, 1992;Goldberg & McDermott, 1986). …”

Section: Two-tier Testssupporting

confidence: 83%

mentioning

confidence: 99%

mentioning

confidence: 99%

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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

141

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“…In studies by Goldberg and McDermott, students were found to have difficulty understanding image formation by a plane mirror [6] and converging lenses [7]. Galili et al found a similar result, calling students' conceptualization of image formation a "projected-image conceptualization … a hybridization of their pre-instruction holistic conceptualization and the formal physics conceptualization [8].…”

Section: Literature Reviewmentioning

confidence: 49%

Applying Knowledge in New Contexts: A Comparison of Pre- and Post-Instruction Students

McBride¹,

Zollman²,

Sabella³

et al. 2009

AIP Conference Proceedings

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Abstract. This study focuses on how students apply previous learning of light and basic geometric optics to the context of wavefront aberrometry. In one aspect of this study we compared the application of previous learning of students who had studied light and basic geometric optics in a physics course with those who had not and thus could only apply knowledge obtained in an informal way. We sought to examine what differences exist in the way they construct an understanding of wavefront aberrometry. The data showed that students with no formal instruction tended to rely on experiential knowledge as one would expect. However, the students with formal instruction relied on textbook knowledge and tended to discount or ignore their everyday experiences. We will discuss what this difference in knowledge types might imply about the knowledge construction process.

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“…In addition to this, reasoning that the students make concerning the models also gives important clues as to whether these models are scientific or not (Steinberget al 1999). Studies show that the alternative concepts that the students developed for light are different from scientific models , Galili and Lavrik 1998, Goldberg and McDermott 1986. In a study (Hubber 2006) with six secondary-grade students, the models students use in explaining various physical phenomena such as color, refraction, diffraction, etc, were determined.…”

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confidence: 99%

Investigating students’ mental models about the nature of light in different contexts

Özcan

2015

Eur. J. Phys.

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In this study, we investigated pre-service physics teachers' mental models of light in different contexts, such as blackbody radiation, the photoelectric effect and the Compton effect. The data collected through the paper-and-pencil questionnaire (PPQ) were analyzed both quantitatively and qualitatively. Sampling of this study consists of a total of 110 physics education students who were taking a modern physics course at two different state universities in Turkey. As a result, three mental models, which were called the beam ray model (BrM), hybrid model (HM) and particle model (PM), were being used by the students while explaining these phenomena. The most model fluctuation was seen in HM and BrM. In addition, some students were in a mixedmodel state where they use multiple mental models in explaining a phenomenon and used these models inconsistently. On the other hand, most of the students who used the particle model can be said to be in a pure model state.

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Student difficulties in understanding image formation by a plane mirror

Cited by 110 publications

References 0 publications

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

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

Applying Knowledge in New Contexts: A Comparison of Pre- and Post-Instruction Students

Investigating students’ mental models about the nature of light in different contexts

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