Students’ conceptual change in geometrical optics

Galili, Igal

doi:10.1080/0950069960180709

Cited by 108 publications

(111 citation statements)

References 20 publications

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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: 94%

“…In dealing with plane mirrors (including a single plane mirror and hinged plane mirrors), more than half of the participants based at least one of their explanations on the belief that the image formation and observation are separate events. As discussed by Galili (1996), Galili, Goldberg and Bendall, (1991), Ronen and Eylon (1993) for their post-instructional students, the participants of the present study also seemed to think that the image is formed in a plane mirror by rays from the object to the mirror and that after the image is formed, light rays transfer the image to the observer"s eye. Whether or not the mirror image is observed, it always stays in the mirror.…”

Section: Discussion Of the Resultsmentioning

confidence: 48%

“…Similar findings were discussed by in the context of the formation of images through pinholes by the use of extended light sources. Galili (1996) labeled that kind of representation as the "flashlight model" and found those representations as a serious barrier to the genuine understanding of optical phenomena.…”

Section: Discussion Of the Resultsmentioning

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

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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“…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: 94%

Section: Discussion Of the Resultsmentioning

confidence: 48%

See 1 more Smart Citation

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

View full text Add to dashboard Cite

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“…This answer was a consequence of the 'travelling image' conception, and was in contradiction with the scientific point of view of 'mapping point to point' between the object and the image (Galili, 1996). After having written their prediction, students did the experiment, and tried to explain why their prediction was different from what they observed.…”

Section: Episode 3: the Masked Lensmentioning

confidence: 88%

Dialogic/Authoritative Discourse and Modelling in a High School Teaching Sequence on Optics

Buty

Mortimer

2008

International Journal of Science Education

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Nutzungsbedingungen AbstractIn this paper we aim at establishing a link between two theoretical frames: modelling and its use in the design and analysis of scientific teaching sequences, and the communicative approaches as they alternate in classroom activities. In this case study, we follow the interactions between the teacher and a pair of students during an entire teaching sequence in Optics (grade 11). We focus on the way the teacher managed the dialogicity and the modelling processes in the classroom discourse. A qualitative analysis shows some difficulties in such an achievement, and their consequences on students' meaning making.

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“…3 An extremely vast bibliography including about 6000 references to the studies on alternative conceptions of students learning sciences can be found in Duit (2003). Strike & Posner, 1992) and instruction strategy (e.g., Galili, 1996) are required to promote a conceptual change in the course of the learning with regard to a particular subject.…”

Section: Organization Of the Learners' Knowledgementioning

confidence: 99%

The sky as a topic in science education

2004

Self Cite

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ABSTRACT:The concepts of sky and visibility distance, as perceived by different learners, are investigated for the first time as a subject of a science education research. Mental models of students with regard to the subject were elicited. They were interpreted in terms of two-level hierarchy: schemes and facets-of-knowledge (defined in the paper). Our results suggest that many students do not consider sky to be a scientific (physical) concept. The majority perceives the sky as having an oblate profile. Among the parameters that determine this profile were mentioned daytime, atmosphere, geometry of the situation, and weather conditions. The students hold two major explanatory views (schemes) with regard to the sky: "the sky is the atmosphere" and "the sky is the appearance of space." With regard to the visibility distance, the two following schemes prevail: "vision weakens with the distance" and "natural obstacles determine vision distance." No significant correlation was found between the views regarding the sky appearance and the vision distance. Students do not relate Moon illusion to the profile of sky or visibility distance. The notions of sky and visibility distance are argued for inclusion into science curriculum, and implications of the findings to a constructivist instruction of the considered concepts and phenomena are discussed.C

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Students’ conceptual change in geometrical optics

Cited by 108 publications

References 20 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

Dialogic/Authoritative Discourse and Modelling in a High School Teaching Sequence on Optics

The sky as a topic in science education

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