The origin of misconceptions in optics?

Beaty, W.

doi:10.1119/1.14935

Cited by 8 publications

(3 citation statements)

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“…This time, the ritual I want to expose does not betray a clearly incorrect analysis of the physical phenomena under scrutiny. It is instead just much too compatible with common and undesired students' views (see for instance [9]), and does nothing to combat them. It can also encourage a misinterpretation of the rays drawn on the diagram.…”

Section: Elementary Ray Optics: Reified Concepts Overselection and Ov...mentioning

confidence: 97%

Teaching rituals and students’ intellectual satisfaction

Viennot

2006

Phys. Educ.

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Given that enhancing the motivation of young people for science is a widely shared goal, the question posed is how to raise intellectual satisfaction among students by showing the consistency and conciseness of physical theories. I argue that certain rituals in our teaching practices can make physical theories seem inconsistent, even absurd. Using examples of such rituals from the secondary school and college levels, I discuss how we might better highlight the consistency of ideas, and give evidence of students' and teachers' reactions to the proposed changes. I conclude by considering possible actions relating to teacher training and to assessment.

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Section: Elementary Ray Optics: Reified Concepts Overselection and Ov...mentioning

confidence: 97%

Teaching rituals and students’ intellectual satisfaction

Viennot

2006

Phys. Educ.

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“…These common misconceptions also derive from other types of influence, such as intuitional or spontaneous learning; popular science, based on the daily use of language and media images; and school science, based on a symbolic universe and idealized science class [25].…”

Section: Introductionmentioning

confidence: 99%

Primary School Preservice Teachers’ Alternative Conceptions about Light Interaction with Matter (Reflection, Refraction, and Absorption) and Shadow Size Changes on Earth and Sun

Métioui

2023

Education Sciences

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The present qualitative study investigates the conceptual representations of 132 preservice Quebec elementary teachers regarding matter–light interaction (reflection, refraction, and absorption) and the size of the shadow of an object on the Earth’s surface illuminated by sunlight. A paper-and-pencil questionnaire composed of six questions was constructed and managed. The data analyses demonstrate that most encounter several conceptual difficulties in explaining phenomena related to light, which are omnipresent in their immediate environment and with which they interact daily. The conceptual difficulties identified in analyzing the students’ explanations were as follows: (1) a black-colored body absorbs all light rays; (2) light travels rectilinearly and stops when it hits a white paper; (3) a mirror reflects light; it does not absorb it; (4) the glass surface of a mirror reflects light; (5) specular reflection and diffuse reflection are confused; and (6) the shadow varies during the day because the Sun moves around the Earth. These findings have implications for creating teaching strategies that confront preservice elementary teachers’ alternative conceptions and their corresponding scientifically accepted counterparts.

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“…Books support independent learning in practicing critical thinking by stimulating student activity as much as possible [10][11]. The existing physics textbooks have not facilitated students in practicing problem-solving skills independently, also presenting non-contextual content, unbalanced proportions of scientific literacy, and presenting several misconceptions that hinder students in understanding physics concepts [12][13][14][15][16].…”

Section: Introductionmentioning

confidence: 99%

The TPACK Implementation in Physics Textbook with Augmented Reality: Enhance The 4C Skills at Mechanics Wave Concept

Bakri

Sunardi²

2022

J. Phys.: Conf. Ser.

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The 21st-century skills require a minimum of 4C skills. Learning media also need to apply TPACK (Technological, Pedagogical, and Content Knowledge) framework. This article describes the research and development result of the TPACK implementation in a high school physics textbook to enhance 4C skills for students’ 21st-century skills. The obtained physics textbook uses dick and Carey’s research and development model. Technology in this textbook using augmented reality media. The TPACK physics textbook assisted by AR (Augmented Reality) had produced for the 11th grade even semester at mechanics wave concept to enhance students’ 4C skills. The book feasibility received an assessment from the content expert, media expert, and pedagogical expert using the continuum scale 4 in the questionnaire instrument. The final result shows the implementation of TPACK in a resulting high school physics textbook product is proper to enhance 4C skills as a provision for 21st-century skills.

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The origin of misconceptions in optics?

Cited by 8 publications

References 0 publications

Teaching rituals and students’ intellectual satisfaction

Teaching rituals and students’ intellectual satisfaction

Primary School Preservice Teachers’ Alternative Conceptions about Light Interaction with Matter (Reflection, Refraction, and Absorption) and Shadow Size Changes on Earth and Sun

The TPACK Implementation in Physics Textbook with Augmented Reality: Enhance The 4C Skills at Mechanics Wave Concept

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