By Kreetha Kaewkhong - PowerPoint PPT Presentation

Title: By Kreetha Kaewkhong


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The development of an inquiry-based learning
unit in light reflection and refraction
By Kreetha Kaewkhong
DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL
UNIVERSITY INSTITUTE FOR INNOVATION AND
DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY
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Outline

• Introduction
• Reviews
• Research Questions
• Objectives
• Framework and methodology
• Expected outcomes

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Introduction
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Reviews(1)

• (Goldberg and McDermott ,1986)

• A location of an image depend on the position of
  an observer.
• They could not apply reflection principle.

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Reviews(2)

• (Goldberg and McDermott ,1987)

Investigator asks the students what would happen
if (1) the concave mirror were replaced by
a plane mirror (2) if part of the mirror were
covered, (3) if the screen were moved toward the
mirror, and (4) if the screen are removed.

• Students lacked understanding in principle of
  concave mirror.
• They could not using a ray diagram to identify a
  location of image.

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Reviews(3)

• (Rice and Feher,1987 )

Pinhole
Children did not understanding the process when
light pass through a pinhole.
Image
Object
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Reviews(4)

• (Saxena,1991 )

(1)
(2)
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Reviews(5)

• (Ming-Liang Lin et al., 2003)

(2)
(1)
Where is a location of image seen by both a boy
and a girl? -The image is located right on the
surface of the mirror. -The image is located in
the line of sight.
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Preliminary works
Both Thai students and Thai high-school physics
teachers have misconceptions in light reflection
and refraction.
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Research questions

• 1. What are conceptions of Thai students in light
  reflection and refraction?
• 2. How does a learning unit based on inquiry
  help Thai students improve their understanding
  in light reflection and refraction?

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Research objectives

• 1. To explore students understanding of light
  reflection and refraction.
• 2. To develop a learning unit of light
  reflection and refraction for Thai students.
• 3. To determine the effectiveness of learning
  unit in light reflection and refraction .

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Research framework
Part 1 Explore students understanding
Part 2 Design a learning unit
Part 3 Evaluate a learning unit
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Methodology in Part 1

• Study the previous researches.

2. Survey concepts in Thai curriculum and Thai
text -books.
3. Conception grouping
4. Construct the open-ended conceptual questions

5. Develop multiple-choice conceptual test
6. Investigate students conceptual understanding
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Samples of the preliminary work
- 69 high school physics
teachers (31 May 2006) -
53 science undergraduate students (27 July
2006) - 261 secondary school students from 4
schools ( 11-14 September
2006)
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The preliminary reports
1.The conceptual Understanding of Light
Refraction Thai Science Students and High School
Physics Teachers. Proceeding The national
symposium on Physics Graduate Research,29
June-1July 2006,Chaiyapoom, Thailand 2.The
conceptual Understanding of Light Refraction of
Thai high school student .Abstract 32nd Congress
on Science and Technology of Thailand.10-12
October 2006.Bangkok,Thailand 3. The conceptual
Understanding of Light Refraction among Thai high
school students and physics teacher. Abstract
ICASE Asian Symposium,28-30 November 2006
,Singapore 4. Students Misunderstanding in
using Ray Diagram in Light Refraction. Siam
Physics Congress, 22 24 March
2007,Nakhonphratom, Thailand
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Example of the preliminary questions
Draw a ray diagram to identify the position of an
apparent image of light source.
Air
Water
open
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Example of the preliminary results

• They did not consider that light should travel
  from the light source to their eyes.
• They did not consider when light passing through
  a different medium it would refract at the
  connection between media.

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The adapted conceptual test
23. ?????????????? ???????????????????????????????
?????????????????????? 23.1)
??????????????????????????????????????????????????
?????? ?????????????????????
????????????????????????????? 23.2)
?????????????????????????????????????
(??????????????) ?????????????????????
(1) (2) (3) (4) (5) ?????????????????????
????????? 23.1
? a) ?????????? 1 ? b) ?????????? 2 ?
c) ?????????? 3 ? d) ?????????? 4 ? e) ??????????
5 ? f) ???????????????????????????????
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Research framework
Part 1 Explore students understanding
Part 2 Design a learning unit
Part 3 Evaluate a learning unit
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Methodology in Part 2
1. Study the previous researches
2. Survey concepts in Thai curriculum and Thai
text books.
3. Interview teachers' demands and problems.
Inquiry
4. Choose a learning process method .
5. Develop a learning unit based on the results
from part 1.
6. Teaching with the developed learning unit .
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What is inquiry ?

• Inquiry is the set of behaviors involved in
  the
• struggle of human beings for reasonable
• explanations of phenomena about which they
• are curious.
• Inquiry involves activities and skills that
  focus on
• the active search for knowledge or
  understanding
• to satisfy a curiosity.
• (Jarrett, 1997)

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The 5E learning cycle
Engage
Evaluate
Explore
Elaborate
Explain
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Why inquiry-based learning?
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Why inquiry-based learning?

• - It improves student attitude and achievement.
  
• - It facilitates student understanding.
• - It facilitates mathematical discovery.
  (Jarrett, 1997)

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How will inquiry-based learning be used?
Engage
Explore
Explain
Elaborate
Evaluate
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Research framework
Part 1 Explore students understanding
Part 2 Design a learning unit
Part 3 Evaluate a learning unit
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DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY
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Methodology in Part 3
1. Pre post - test, conceptual test
2. Formative assessment - quick quiz 3.
Interview students idea
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Expected outcomes
A new learning unit on light refraction and
reflection which are suitable for Thai
students.
A teacher guide book
Hands- on instruments
The conceptual test
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Research plan
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Thank you
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References
1. Arons, A.B.(1993).Guiding Insight and Inquiry
in the Introductory Physics Laboratory.The
physics teacher,31,278-282.
2. Chin Chen, et al.(2002). Developing a Two-
Tier diagnostic Instrument to Assess High School
Students Understanding The Formation of images
by Plane Mirror. Pro.Natl.Sci.counc.
ROC(D),12,106-121
3. Goldberg, F., McDermott, L. C. (1986).
Student difficulties in understanding image
formation by a plane mirror. The Physics
Teacher,24, 472-480.
4. Goldberg, F., McDermott, L. C. (1987). An
investigation of student understanding of the
real image formed by a converging lens or concave
mirror. American Journal of Physics, 55,
108-119.
5. Jarrett, D.(1997). Inquiry Strategies for
Science and Mathematics Learning. Science and
Mathematics Education,May.
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References
6. McDermott, L. C. (1975). Improving High School
Physics Teacher Preparation. The Physics Teacher
13, 523-529.
7. McDermott, L. C. et al. (2000). Preparing
teachers physics and physical science by
inquiry. Physics Education, 35(6), 411-416.
8. Rice, K., Feher, E.(1988). Shadows and
anti-images childrens conception of light and
vision II. Science Education, 72, 637-649.
9. Saxena, A. B. (1991). The understanding of
properties of light by students in India.
International Journal of Science Education, 13,
283-290.
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