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Student 7's answer to Q1 (left) and representation of the atom made during the interview (right). (S)he draws a nucleus and an electron that makes a transition to a more external orbit when it absorbs a photon (represented by an arrow coming from below). (S)he uses a line to represent the transition that will result in emission of radiation. Student 7's written response: "Subparagraph a) The atoms absorb the photons from light and they will jump to the stationary state of −3.4 eV, then they will go down again emitting light. Subparagraph b) There will be no jump, it is impossible because there is no stationary state of the hydrogen atom at −0.6 eV, so the photon will pass by.
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Research has highlighted difficulties experienced by students when studying quantum physics in introductory courses. In this paper, we present a teaching and learning sequence (TLS) aiming at introducing a quantum model of emission and absorption of radiation and we assess its impact on the students’ learning about atomic spectra. The TLS has been...
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Citations
... Active teaching approaches lead to deeper conceptual understanding and a more 10 varied skill set and are therefore more likely to prepare students for successful 11 careers. 12 13 The purpose of Physics studies has traditionally been to prepare future physicists for 14 professional opportunities limited to the teaching and research sector. However, physics 15 ...
... teacher guides a discussion on all possible ways of solving the task, and a summary is 132 written of the key ideas required to solve the problem [13]. 133 134 ...
... In comparison, Malaysia's KSSM textbook gives only a brief explanation of the contradiction between continuous and discrete energy by providing examples of line spectra comprised of emission and absorption spectra of some elements, such as mercury and hydrogen, to define quantum energy representation in an atom as an introduction to quantum energy and there is no further discussion on discrete energy levels or the Bohr atomic model that could explain the existence of the spectra. It is important to note that atomic theory is often taught under quantum chemistry, which usually includes the Bohr atomic and quantum atomic models in explaining spectra [42]. ...
span lang="EN-US">As a relatively new subject in the physics curriculum of Malaysian secondary schools, quantum physics (QP) raises questions about its relevance to students and the best approach for teaching it. This paper aims to analyze the content of the QP curriculum to provide students with a meaningful learning experience and expose them to the nature of science (NOS). To accomplish this, the Malaysian standard curriculum document known as Dokumen Standard Kurikulum dan Pentaksiran (DSKP) and the textbook were analyzed through integrative review. Frameworks and perspectives identified by Stadermann and co-workers on the common trust of the QP curriculum in 15 different countries were used as a benchmark for this analysis. It is found that the QP curriculum in Malaysia focuses on the fundamental principle of understanding the quantum energy of light and its interaction with matter. However, it is also found that there are specific NOS aspects that can be highlighted to help students develop their scientific literacy. These might include emphasizing the philosophy of complementarity in explaining the wave-particle duality principle, the ultraviolet catastrophe, and the contradiction of classical physics interpretation with QP. It is suggested that the QP curriculum be improved by including these and other relevant examples to be on par with other countries. Overall, this analysis provides insight into the relevance and content of QP in Malaysian secondary schools. The proposed changes may help improve students’ learning experience and provide a more comprehensive understanding of the NOS.</span
... In the present work we extended our activity by expanding the mechanics practicum and including an additional area to be tested, namely atomic and molecular physics. It has been previously shown that problematic issues in the understanding constitute the explanation of atomic models [3,4] and atomic spectra [5,6]. A pedagogical experiment carried for one month with Bulgarian 10th grade students (48 students) (the topic of atomic physics is covered in the 10th grade in the Bulgarian school, corresponding to an average age of 16) supports these findings [7]. ...
... However, all these outcomes are correlated because if you understand a particular concept, you will eventually achieve it or get a good score when tested. In this study, several researchers have tested the effect of PBL on students' academic achievement, and many of these researchers found a positive effect (Celik et al., 2011;Ince, 2012;Kanyesigye et al., 2022a;Kartal Taşo glu & Bakaç, 2014;Pease & Kuhn, 2011;Polanco et al., 2004;Savall-Alemany et al., 2019;Shishigu et al., 2018;Yeo et al., 2012). For instance, difficulties in understanding mechanical waves (Kanyesigye et al., 2022a) were remediated by PBL instruction. ...
Problem-based learning (PBL) is a learner-centered method in which complex real-world problems are used to stimulate students thinking and problem-solving abilities during the teaching and learning process. This systematic review aimed to reveal the role of the PBL approach in teaching and learning physics. Relevant articles for the review were sourced from Scopus and Web of Science using keywords such as “problem-based learning” and “PBL in physics” education” as search terms. This search yielded 376 results. Thirty-six articles were included in the analysis after passing a crucial condition of empirically investigating the effect of PBL in teaching and learning physics. Only three of these articles did not show a positive effect; others have shown a positive lead of PBL towards improving academic achievement, attitude to learn physics, problem-solving, critical and creative thinking abilities, cooperative learning enhancement, mental model development, and science process skills attainment. Therefore, the review offers important pointers to various classroom environments and activities that ignite learners’ thinking. Thus, it help policymakers to select and maintain the best methodology that promotes high students’ academic achievement levels.
... Kesulitan dalam memahami tentang materi pelajaran dapat disebabkan oleh banyak hal. Penyebab kesulitan di antaranya adalah mulai dari adanya miskonsepsi dari siswa (Saputra et al., 2019), rendahnya kemampuan menganalisis materi (Guo et al., 2019), kemampuan menalar siswa (Dvorakova & Proskova, 2019) pada materi yang bersifat abstrak (Savall-Alemany et al., 2019), hingga tingkah laku (Kaur & Zhao, 2017) atau faktor psikologi siswa (Kim et al., 2018;Reddy & Panacharoensawad, 2017) terhadap pembelajaran yang dilakukan. Faktor miskonsepsi dan rendahnya jenis-jenis kemampuan kognitif siswa telah banyak dilakukan penelitian sebelumnya, sedangkan faktor psikologi yang ada dalam diri siswa dan berkaitan dengan kemampuan serta keterampilan siswa masih perlu ditindaklanjuti hingga saat ini. ...
Pemikiran yang sama atau pemberian solusi yang sama persis ketika dinyatakan oleh beberapa siswa pada pertanyaan terbuka atau yang bersifat High Order Thinking Skill (HOTS) mengindikasikan kurangnya kepercayaan diri (self-efficacy) pada mereka. Hal tersebut melatarbelakangi tujuan dari penelitian ini untuk mengukur self-efficacy melalui Lembar Kerja Siswa (LKPD) berbasis tinjauan empiris dan teoretis pada materi fluida statis. Penelitian ini berjenis quasi-experiment karena menggunakan pre-post-test group design. Pengambilan sampel yang akan dilakukan menggunakan teknik purposive sampling. Sampel yang diambil adalah siswa Sekolah Menengah Pertama (SMP) di salah satu Kabupaten Lamongan. Hasil penelitian ini menunjukkan bahwa LKPD berbasis tinjauan empiris teoretis yang digunakan dapat meningkatkan self-efficacy siswa. Peningkatan self-efficacy teramati dari nilai rata-rata pada saat pre-test 62,68% menjadi 71,95% pada saat post-test. Hasil nilai tersebut tergolong dalam peningkatan yang baik menurut skala Likert. Pengukuran self-efficacy diukur melalui enam indikator yang berbeda (konten sains, kemampuan pemecahan masalah, kemampuan laboratory usage, penerapan dalam keseharian, komunikasi sains, dan literasi ilmiah). Indikator literasi ilmiah memperoleh nilai rata-rata terendah yang disebabkan oleh rendahnya minat siswa dalam mempelajari suatu konsep. Oleh karena itu, perlu dilakukan penelitian lanjutan tentang analisis hubungan minat siswa dengan self-efficacy siswa.
... These need to be represented in the form of a spectrum (see Figure 1). Spectroscopy has been shown to be a difficult topic for students [44][45][46][47]. Elements that are known to be challenging are distinguishing between energy levels and energy of emitted photons (differences between energy levels) [44][45][46] and creating a spectrum from single events. ...
A simple and economic scintillator kit in combination with a computer based oscilloscope was used to develop a learning experience, comprised of a set of activities to introduce students in an interactive way to the physics of gamma ray detection. The proposal for secondary school and university students is built by means of frequent on-the-fly formative assessment to collect difficulties of students and ways to overcome them. Internal decays of Lutetium–yttrium oxyorthosilicate (LYSO) crystals already present in the scintillator kit are used as sources of gamma rays, so no external sources were needed. In addition, the use of LYSO crystals offers a reason to discuss coincidence measurements, because of the inherent beta background present in the internal decay, which can be at least partially removed with coincidence measurements. The goal of the learning experience is to experience how gamma ray detection is actually done, discussing the physics involved, motivated by the current frontline research on the detection of gamma ray bursts.
... Such methodologies have shown evidence of improved learning and proper interpretation of the concepts and laws involved in physics problems. Among them it is worth highlighting proposals involving paper and pencil problem-solving research (Gil et al., 1990;Martínez-Losada et al., 1999); problem-solving by developing guided research (Guisasola et al., 2011); or design teaching-learning sequences (Guisasola et al., 2021;Savall-Alemany et al., 2019). ...
... The difficulties of engineering and architecture students in dealing with physics problems in novel situations is a fact that has been evidenced in almost all branches of physics since the 1980s. For example, in kinematics (Rodes-Roca et al., 2020;Zuza et al., 2016), electromagnetism (Campos et al., 2020;Guisasola et al., 2011;this work) or the atomic spectrum (Savall-Alemany et al., 2019). According to the answers given in the questionnaire, this project has shown some evidence that formative assessment using a rubric helps students to understand and apply Ampere's law to calculate the magnetic field generated by parallel current wires. ...
... In summary and in conclusion, students have realised that physics is not just a matter of mathematical equations but involves an understanding of concepts and laws to deal with problems in unfamiliar situations. Therefore, learning methodologies that introduce research strategies in problem-solving point to an improvement in learners' attitude towards these models (Campos et al., 2020;Gil & Martínez Torregrosa, 1983;Gil et al., 1990;Guisasola et al., 2011Guisasola et al., , 2015Guisasola et al., , 2021Martínez-Losada et al., 1999;Savall-Alemany et al., 2019;Zuza et al., 2016Zuza et al., , 2020this work). ...
It is very common for students of technical degrees to think that solving physics problems consists predominantly of applying a series of formulae and substituting data. In other words, they do not need to understand the physical meaning of an equation. Some experimental studies focusing on basic kinematics have revealed certain shortcomings in the resolution strategies related to this topic. The aim of this work is to extend the experience to other physics themes and to identify whether objective assessment of the engineering or architecture student’s reasoning significantly improves the learning of the matter in a dual teaching context. An illustrative example of how the evaluation rubric
is applied to a problem proposed to students has been shown. To discourage copying or plagiarism in problem solving, learners have signed a declaration of honesty stating that they have not received any external help in doing the work. According to the students’ feedback, the learning initiative has been highly rated and improvements to the rubric have been suggested. The presence of several errors in the resolution submitted by the students has shown a dispersion of marks that makes it necessary to reconsider the rubric for the next academic year. In spite of this, the fewer mistakes, the lower deviation in the marks.
... El enfoque de la enseñanza como "indagación orientada" incluye una estructura de "situaciones problemáticas" que orienta las actividades de la SEA, lo que obliga a pasar del diseño de "grano grande" al diseño de detalle o "grano fino" (Guisasola et al. 2008, Furió et a. 2012, Solbes et al. 2009). Estas investigaciones han contribuido a la producción de materiales didácticos cuya implementación ha obtenido resultados comparativamente buenos (Verdu y Martinez-Torregrosa 2004, Guisasola et al. 2017, Savall et al. 2019). ...
... Por ejemplo, el concepto de campo no tiene la misma categoría ontológica que el concepto de fuerza (Furió y Guisasola 1998, Zuza et al. 2018. El conocimiento de las barreras epistemológicas y ontológicas ayuda a definir los "problemas-guía", cuya resolución incluye un conjunto de actividades y orienta la secuencia de las actividades SEA (Furió et al 2003, Savall et al 2016, Savall et al 2019. ...
In this chapter, we put forward a proposal for the design of teaching and learning sequences in high school and university. We will connect our proposal with relevant contributions on the design of teaching sequences, ground it on the design-based research methodology, and discuss how teaching and learning sequences designed according to our proposal supposes an research on physics education. An iterative methodology for designing the teaching and learning sequence (TLS) is presented in the teaching of fundamentals of dc circuits.
... El enfoque de la enseñanza como "indagación orientada" incluye una estructura de "situaciones problemáticas" que orienta las actividades de la SEA, lo que obliga a pasar del diseño de "grano grande" al diseño de detalle o "grano fino" (Guisasola et al. 2008, Furió et a. 2012, Solbes et al. 2009). Estas investigaciones han contribuido a la producción de materiales didácticos cuya implementación ha obtenido resultados comparativamente buenos (Verdu y Martinez-Torregrosa 2004, Guisasola et al. 2017, Savall et al. 2019). ...
... Por ejemplo, el concepto de campo no tiene la misma categoría ontológica que el concepto de fuerza (Furió y Guisasola 1998, Zuza et al. 2018. El conocimiento de las barreras epistemológicas y ontológicas ayuda a definir los "problemas-guía", cuya resolución incluye un conjunto de actividades y orienta la secuencia de las actividades SEA (Furió et al 2003, Savall et al 2016, Savall et al 2019. ...
Desde hace unas décadas la investigación basada en el diseño de Secuencias de Enseñanza-Aprendizaje se ha convertido en una línea de investigación cada vez más aceptada con el objetivo de generar conocimiento sobre la naturaleza y las condiciones de la enseñanza y el aprendizaje, mediante el diseño y desarrollo de la innovación educativa en los entornos de aula. En la primera sección se realiza una breve revisión de las investigaciones centradas en estudios teóricos y empíricos de secuencias de enseñanza-aprendizaje en el entorno del aula. Así como, la relación de ésta tradición investigadora con el movimiento de las Investigaciones Basadas en el Diseño (IBD). La segunda sección se centra en el objetivo principal de este trabajo, la descripción de la IBD como una metodología de investigación, es decir como un procedimiento que proporciona pautas para desarrollo de una investigación. Finalmente, se discute sobre los elementos claves que definen la investigación basada en el diseño y se proponen ejemplo de trabajos publicados por los autores. En las conclusiones se discute sobre qué evidencias se ofrecen para apoyar los logros de este tipo de investigación y perspectivas de futuro.
... Therefore, this work is indebted and is based upon previous work carried out in the research groups of which the authors have been part (see, for example, Refs. [41][42][43][44][45][46][47]). ...
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] We argue that teaching learning sequence (TLS) design needs to be further developed through the explicit articulation of methodology, which comprises the theoretical commitments regarding research and how those give rise to methods for design, implementation and assessment. In this study we propose design based research (DBR) as a methodology to conduct systematic and iterative studies of the design and assessment of educational interventions (such as materials and strategies) as solutions to complex problems in educational practice. This methodology does not specify theoretical commitments regarding the nature of learning and how those give rise to teaching strategies, but the articulation of those commitments is expected as part of the justification for decision making in the design process. In order to demonstrate the framework, we present an example of TLS development in the context of introductory electrostatics and dc circuits. We describe the evaluation of the TLS over three years of implementation, addressing both the capacity of the TLS for involving students in learning the topic and the students’ learning itself.
