Designing an Instructional Module to Teach Light Diffraction by a Grating to Secondary Students Applying a STEM-integrated Approach

Autor/inn/en	Chuasontia, Itsarapong; Sirirat, Tanita
Titel	Designing an Instructional Module to Teach Light Diffraction by a Grating to Secondary Students Applying a STEM-integrated Approach
Quelle	In: Physics Education, 56 (2021) 4, Artikel 045011 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-9120
Schlagwörter	Science Instruction; Light; STEM Education; Grade 11; Secondary School Science; Foreign Countries; Physics; Mathematics; Engineering; Design; Laboratory Equipment; Cooperative Learning; Scientific Concepts; Concept Formation; Problem Solving; Program Effectiveness; Learning Modules; Optics; Hands on Science; Thailand + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Licht; STEM; School year 11; 11. Schuljahr; Schuljahr 11; Ausland; Physik; Mathematik; Maschinenbau; Laborausstattung; Kooperatives Lernen; Concept learning; Begriffsbildung; Problemlösen; Learning module; Lernmodul; Optik
Abstract	This research aimed to design an instructional module to teach light diffraction by a grating to secondary students applying a science, technology, engineering, and mathematics (STEM)-integrated approach. Based on this approach, instructional management integrated the disciplines of physics and mathematics with engineering design process principles, while information searches, assessment, and evaluation drew on technology. The module involved working out a solution to the real-world scientific problem of constructing a spectroscope in the environment of cooperative learning. Upon completion of the module, the students were expected to demonstrate a thorough understanding of light diffraction by the grating as well as problem-solving skills. To evaluate its effectiveness, the module was trialed on thirty 11th grade students in a Thai school in Pathum Thani, Thailand. The findings revealed that the implementation of the module enabled the students to achieve a statistically higher post-test score than that for the pre-test at the significance level of 0.05. As a result of the module, the students also exhibited a high level of academic development, as indicated by the class normalized gain of 0.82. Finally, the module was perceived by the students as being suitable for their level, offering them a chance to apply classroom knowledge to authentic problems and hence accumulating their hands-on experience, enhancing their problem-solving skills through the application of the engineering design process, and improving their team-working ability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01