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AutorenIvanjek, L.; Shaffer, P. S.; McDermott, L. C.; Planinic, M.; Veza, D.
TitelResearch as a guide for curriculum development: An example from introductory spectroscopy. II. Addressing student difficulties with atomic emission spectra.
QuelleIn: American journal of physics, 83 (2015) 2, S. 171-178
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Spracheenglisch
Dokumenttyponline; gedruckt; Zeitschriftenaufsatz
ISSN0002-9505
DOI10.1119/1.4902222
SchlagwörterEmpirische Untersuchung; Fehlvorstellung; Atomphysik; Energieniveau; Physik; Physikunterricht; Spektroskopie; Instruktion
AbstractThis is the second of two closely related articles (Paper I and Paper II) that together illustrate how research in physics education has helped guide the design of instruction that has proved effective in improving student understanding of atomic spectroscopy. Most of the more than 1000 students who participated in this four-year investigation were science majors enrolled in the introductory calculusbased physics course at the University of Washington (UW) in Seattle, WA, USA. The others included graduate and undergraduate teaching assistants at UW and physics majors in introductory and advanced physics courses at the University of Zagreb, Zagreb, Croatia. About half of the latter group were preservice high school physics teachers. Paper I describes how several conceptual and reasoning difficulties were identified among university students as they tried to relate a discrete line spectrum to the energy levels of atoms in a light source. This second article (Paper II) illustrates how findings from this research informed the development of a tutorial that led to improvement in student understanding of atomic emission spectra. 2015 American Association of Physics Teachers.
Erfasst vonArbeitsgruppe Didaktik der Physik, Universität Osnabrück
Update2015/4
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