Active Learning of Geometrical Optics in High School: The ALOP Approach

Autor/inn/en	Alborch, Alejandra; Pandiella, Susana; Benegas, Julio
Titel	Active Learning of Geometrical Optics in High School: The ALOP Approach
Quelle	In: Physics Education, 52 (2017) 5, Artikel 055005 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-9120
Schlagwörter	Optics; Active Learning; Secondary School Students; Secondary School Science; Comparative Analysis; Pretests Posttests; Light; Science Instruction; Physics; Grade 12; Foreign Countries; Experimental Groups; Control Groups; Argentina + Suchen Sie Ihr Suchwort? Optik; Aktives Lernen; Sekundarschüler; Licht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; School year 12; 12. Schuljahr; Schuljahr 12; Ausland; Argentinien
Abstract	A group comparison experiment of two high school classes with pre and post instruction testing has been carried out to study the suitability and advantages of using the active learning of optics and photonics (ALOP) curricula in high schools of developing countries. Two parallel, mixed gender, 12th grade classes of a high school run by the local university were chosen. One course was randomly selected to follow the experimental instruction, based on teacher and student activities contained in the ALOP Manual. The other course followed the traditional, teacher-centered, instruction previously practiced. Conceptual knowledge of the characteristics of image formation by plane mirrors and single convergent and divergent lenses was measured by applying, in both courses, the multiple-choice test, light and optics conceptual evaluation (LOCE). Measurement before instruction showed that initial knowledge was almost null, and therefore equivalent, in both courses. After instruction testing showed that the conceptual knowledge of students following the ALOP curricula more than doubled that achieved by students in the control course, a situation maintained throughout the six conceptual dimensions tested by the 34 questions of the LOCE test used in this experiment. Using a 60% performance level on the LOCE test as the threshold of satisfactory performance, most (about 90%) of the experimental group achieved this level--independent of initial knowledge, while no student following traditional instruction reached this level of understanding. Some considerations and recommendations for prospective users are also included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01