Representations of rectilinear light propagation in the thinking of 12-13 year olds: A transformative teaching intervention

https://doi.org/10.24042/jipfalbiruni.v10i2.9700

Alyona Grigorovitch

Abstract


This research investigates the transformation of the seventh-grade students' mental representations of the rectilinear propagation of light. The researcher employed the quasi-experimental method on two groups of students aged 12-13 years. The survey involved 102 students who were divided into two equal groups determined by the stratified sampling technique. The first group participated in a didactic intervention based on the students' representations. The second group of students participated in a traditional school teaching. The Mann–Whitney U test was utilized for calculating the significance of the data. The statistical analysis showed that the pretest and the posttest progress was statistically significant for the first group. It resulted in the mental constitution of a representation that is compatible with the scientific model.The research results allow the design of effective interventions for the teaching of light propagation and geometric optics in general.

Keywords


rectilinear light propagation, representations

Full Text:

PDF

References


Andersson, B., & Kärrqvist, C. (1983). How Swedish students aged 12-15 years understand light and its properties. European Journal of Science Education, 5(4), 387-402.

Castro, D. (2018). L’apprentissage de la propagation rectiligne de la lumière par les élèves de 10-11 ans. La comparaison de deux modèles d’enseignement. European Journal of Education Studies, 4(5), 1-10.

Castro, D., & Rodriguez, J. (2014). 8-9 year old students' mental representations of light: Teaching perspectives. Journal of Advances in Natural Sciences, 2(1), 40-44.

Dedes, C. (2005). The mechanism of vision: Conceptual similarities between historical models and students’s representations. Science & Education, 14, 699-712.

Dedes, C., & Ravanis, K. (2009). History of science and conceptual change: The formation of shadows by extended light sources. Science & Education, 18(9), 1135-1151.

Feher, E. & Rice, K. (1988). Shadows and anti-images: Students's conceptions of light and vision II. Science Education, 72, 637-649. https://onlinelibrary.wiley.com/doi/10.1002/sce.3730720509

Fratiwi, N. J., Samsudin, A., Ramalis, T. R., Saregar, A., Diani, R., Irwandani, I., Rasmitadila, R., & Ravanis, K. (2020). Developing MeMoRI on newton’s laws: For identifying students’ mental models. European Journal of Educational Research, 9(2), 699-708. https://doi.org/10.12973/eu-jer.9.2.699

Grigorovitch, A. (2014). Students's misconceptions and conceptual change in physics education: The concept of light. Journal of Advances in Natural Sciences, 1(1), 34-39.

Grigorovitch, A. (2015). Teaching optics perspectives: 10-11 year old students' representations of light. International Education & Research Journal, 1(3), 4-6.

Grigorovitch, A., & Nertivich, D. (2017). Représentations mentales des élevés de 10-12 ans sur la formation des ombres. European Journal of Education Studies, 3(5), 150-160.

Guesne, E. (1984). Students's ideas about light. In E. J. Wenham (Ed.), New Trends in Physics Teaching, Vol. IV. UNESCO.

Kaliampos, G., & Ravanis, K. (2019). Thermal conduction in metals: Mental representations in 5-6 years old students’s thinking. Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi, 8(1), 1-9.https://doi.org/10.24042/jipfalbiruni.v8i1.3737

Kokologiannaki, V., & Ravanis, K. (2013). Greek sixth graders mental representations of the mechanism of vision. New Educational Review, 33(3), 167-184.

Latifah, S., Irwandani, I., Saregar, A., Diani, R., Fiani, O., Widayanti, W., & Deta, U. A. (2018). How the predict-observe-explain (POE) learning strategy remediates students’ misconception on temperature and heat materials? Journal of Physics: Conf. Series, 1171 (2019), 012051. https://iopscience.iop.org/article/10.1088/1742-6596/1171/1/012051

Nertivich, D. (2016). Représentations des élevés de 11-12 ans pour la formation des ombres et changement conceptuel. International Journal of Progressive Sciences and Technologies, 3(2), 103-107.

Ntalakoura, V., & Ravanis, K. (2014). Changing preschool students’s representations of light: A scratch based teaching approach. Journal of Baltic Science Education, 13(2), 191-200.

Ramadas, J., & Driver, R. (1989). Aspects of secondary students’ ideas about light. University of Leeds, Centre for Studies in Science and Mathematics Education.

Ravanis, K. (1999). Représentations des élèves de l’école maternelle: Le concept de lumière. International Journal of Early Childhood, 31(1), 48-53. https://doi.org/10.1007/BF03166731

Ravanis, K. (2018). How do we see the non luminous object? 12-13 years-old students’ mental representations of vision. Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi, 7(1), 1-9. https://doi.org/10.24042/jipfalbiruni.v7i1.2326

Ravanis, K. (2020). Precursor models of the physical sciences in early childhood education students’ thinking. Science Education Research and Praxis, 76, 24-31.

Ravanis, K., & Papamichael, Y. (1995). Procédures didactiques de déstabilisation du système de représentation spontanée des élèves pour la propagation de la lumière. Didaskalia, 7, 43-61.

Ravanis, K. Christidou, V., & Hatzinikita, V. (2013). Enhancing conceptual change in preschool students’s representations of light: A socio-cognitive approach. Research in Science Education, 43(6), 2257-2276.

Ravanis, K. Zacharos, K. & Vellopoulou, A. (2010). The formation of shadows: The case of the position of a light source in relevance to the shadow. Acta Didactica Napocensia, 3(3), 1-6.

Rice, K., & Feher, E. (1987). Pinholes and Images: Students's conceptions of light and vision I. Science Education, 71, 629-639. https://onlinelibrary.wiley.com/doi/10.1002/sce.3730710413

Rodriguez, J. (2018). Des représentations aux premiers modèles: Le monde physique dans la pensée des petits enfants. European Journal of Education Studies, 5(2), 1-9.

Rodriguez, J., & Castro, D. (2016). Changing 8-9 year-old student’s mental representations of light: A metaphor based teaching approach. Asian Education Studies, 1(1), 40-46. https://doi.org/10.20849/aes.v1i1.30

Rodriguez, J., & Castro, D. (2020). Quality improvement in teaching and learning science in primary school settings: Using a metaphor to approach the concept of light. Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi, 9(2), 185-194. https://doi.org/10.24042/jipfalbiruni.v9i2.6141

Saregar, A., Irwandani, I., Abdurrahman, A., Parmin, P., Septiana, S., Diani, R., & Sagala, R. (2018). Temperature and heat learning through SSCS model with scaffolding: Impact on students’ critical thinking ability. Journal for the Education of Gifted Young Scientists, 6(3), 39-54.

Selley, N. J. (1996). Students’s ideas on light and vision. International Journal of Science Education, 18(6), 713-723.

Sotirova, E.-M. (2017). L’apprentissage en sciences expérimentales: La recherche et l’enseignement. European Journal of Education Studies, 3(12), 188-198.

Sotirova, E.-M. (2018). Cartes conceptuelles et formation des enseignants du primaire. Le cas de la vision dans l’optique géométrique. European Journal of Alternative Education Studies, 3(2), 22-31.

Tin, P. S. (2018). Élaboration expérimentale des représentions mentales des élèves de 16 ans sur les concepts thermiques. European Journal of Education Studies, 4(7), 141-150.

Voutsinos, C. (2013). Teaching optics: Light sources and shadows. Journal of Advances in Physics, 2(2), 134-138.

Watts, D. M. (1985). Student conceptions of light: A case study. Physics Education, 20(4), 183-187.




DOI: https://doi.org/10.24042/jipfalbiruni.v10i2.9700

Article Metrics

Abstract views : 129 | PDF downloads : 56

Refbacks

  • There are currently no refbacks.


Creative Commons License

Jurnal ilmiah pendidikan fisika Al-Biruni is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Copyright © Physics Education Department, Universitas Islam Negeri Raden Intan Lampunge-ISSN 2503-023X