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Developing students' ideas about lens imaging: Teaching experiments with an image-based approach
Abstract
Lens imaging is a classic topic in physics education. To guide students from
their holistic viewpoint to the scientists’ analytic viewpoint, an image-based
approach to lens imaging has recently been proposed. To study the effect
of the image-based approach on undergraduate students’ ideas, teaching
experiments are performed and evaluated using qualitative content analysis.
Some of the students’ ideas have not been reported before, namely those
related to blurry lens images, and those developed by the proposed teaching
approach. To describe learning pathways systematically, a conception-versus-time
coordinate system is introduced, specifying how teaching actions help
students advance toward a scientific understanding.
... Measuring devices e.g., eyesight e.g., digital camera Qualitative Quantitative e.g., 'If the foreground appears sharp, the background appears blurry' [37] e.g., 'The focal length is 25 mm' ...
... Functional relationships e.g., 'A blurry lens image corresponds to a superposition of sharp images from diverse lenspoints' [37] e.g., ...
... Critical thinking e.g., looking at spectra from an artistic viewpoint e.g., evaluating Newton's experimentum crucis [ Unexpected phenomena e.g., foreground and background objects cannot be seen sharp at the same time [37,38] e.g., if a lens is partly covered, the projected image stays intact [43] Increase in understanding Crisis of understanding e.g., analogy between the eye and a camera [38] e.g., discrepancy between view through a lens and projection with a lens: "We were confused!" [44] ...
The goal of physics teaching is to guide students from their everyday conceptions and activities to scientific models and practices. In essence, there are two different ways toward that goal: Phenomenon-based instruction and model-based instruction. Phenomenon-based instruction has been characterised by subjectivity, affectivity, mediation, exploration, and restrained model use. By definition, model-based instruction must be described by diametrically opposed characteristics: objectivity, rationality, confrontation, hypothesis testing, and extensive model use. Thus, the physics teacher may think that the two methods of teaching and learning do not match. However, we will see that both methods can be combined to guide students stepwise from phenomena to models.
... Physics is one of the fields of science that is still considered difficult for students because it relates to abstracting calculations [5]- [7]. Physics learning materials that are still considered difficult by students include Newton's Laws [8], [9], Elasticity [10], [11], Light [12], Free body diagrams [13], [14], Electricity and Magnetism [15], Static fluid [16], Circular motion [17], Projectile motion [18], Force and motion [19], Temperature and heat [20], Vector [21], [22], Lorentz force [23] and many another physics material. Students' motivation to learn physics is still shallow because teachers do not instill appropriate scientific concepts and strategies in teaching physics [24]. ...
... Physics is one of the fields of science that is still considered difficult for students because it relates to abstracting calculations [5]- [7]. Physics learning materials that are still considered difficult by students include Newton's Laws [8], [9], Elasticity [10], [11], Light [12], Free body diagrams [13], [14], Electricity and Magnetism [15], Static fluid [16], Circular motion [17], Projectile motion [18], Force and motion [19], Temperature and heat [20], Vector [21], [22], Lorentz force [23] and many another physics material. Students' motivation to learn physics is still shallow because teachers do not instill appropriate scientific concepts and strategies in teaching physics [24]. ...
span lang="EN-US">One of the essential physics skills for students in today's era is critical thinking skills. This study offered physics learning tools with a scientific approach to improve critical thinking skills. The purpose of this research was to produce learning documents in the form of lesson plans, teaching materials, and Lorentz force physics test instruments with a scientific approach in improving students' critical thinking skills. This was research and development with a 4D model and steps, including the defining stage, namely the initial stage, to identify the problem. Then, the designing stage was carried out by developing the initial draft of learning tools and research instruments. Afterwards, the developing stage was the initial draft of the improvement stage based on the validation of experts, practitioners, limited trial, and piloted. The data collection instruments in this study consisted of validation sheets, test instruments to measure the implementation of teaching materials, observation sheets to observe teacher and student activities, tests to measure critical thinking skills, and questionnaire responses. The results proved that learning tools developed with a scientific approach improve students' critical thinking skills. Thus, scientific-based physics learning tools is recommended to be used as teaching materials for physics students to improve students' critical thinking skills. </span
... The learning approaches, models, or methods that have been applied in optics learning at the level of elementary school, middle school, and higher education includes learning through multiple representation (Hettmannsperger, Mueller, Scheid, & Schnotz 2016), active learning (Masters & Grove 2010), experiment-based learning (Even, Balland, & Guillet 2016;Grusche 2017), inquiry based learning (Kotsari & Smyrnaiou 2017;Srisawasdi & Kroothkeaw 2014), constructivism approach (Taşlidere 2013), STEM (King & English 2016), interactive engagement pedagogy (Sorensen, McBride, & Rebello 2011), problem solving (Warimun 2012), project based learning model (Oktarinah, Wiyono, & Zulherman 2016;Suranti, Gunawan, & Sahidu 2016), lesson study (Manrulu & Sari 2015), cooperative learning (Sutarno & Putri 2012), contextual learning (Suniati, Sadia, & Suhandana 2013), problem based learning (Hidayat, Danawan, & Hidayat 2013), science techology society (Gunarto & Hidayah 2014), Kolb's experiential learning model (Jannati 2016) and integrated science learning (Madesa & Permanasari 2015;Oktamagia, Fauzi, & Hidayati 2013). ...
This article is a part of the research in designing a model of the geometrical-optics game on optics' courses for pre-service physics teachers (PPTs). This article describes the preliminary form of product, the result of validation, and PPTs’ responses to the media on two-lens system experiment (MTLSE). The validation of this media has been done according to physics subject matter, instructional media and pedagogical experts. The implementation of MTLSE using the one-shot case study design involving 25 PPTs at one of the Islamic universities in Bandung. We collected the data of MTLSE validation and PPTs’ responses through non-test techniques with questionnaire instruments. The data using quantitative descriptive analysis technique. The results of MTLSE validation can be good categorized. Besides, generally, the PPTs’ responses are good categorized toward the implementation of MTLSE on optics' courses.
... Hierbei be- trachten die Lernenden das Gesamtbild als Überlage- rung von vollständigen Einzelbildern; anhand von Verbindungslinien zwischen diesen Einzelbildern er- arbeiten sie die Strahlengeometrie. Dadurch können die Lernenden den Modellcharakter der Strahlen er- kennen und den Zusammenhang zwischen Bildern und Strahlen verstehen [25][26][27]. ...
Kurzfassung Schulbücher bilden eine Brücke zwischen Lehrplan und Unterricht. An ihnen lassen sich lehrplankonforme und unterrichtstypische Zugänge zu einem gegebenen Thema ablesen. Ziel der vorliegenden Untersuchung ist es, schulbuchgemäße Zugänge zur Linsenabbildung herauszuarbeiten. Es wird qualitativ analysiert, wie das Phänomen des Linsenbildes und das Modell des Strahls zueinander in Bezug gesetzt werden. Dementsprechend werden die Schritte der phänomenologischen Methode und der verallgemeinerten Modellmethode als Analyseraster auf die Strukturelemente der Schulbücher gelegt. Bei der Kategorisierung der nahegelegten Lernhandlungen und bei der diagrammatischen Darstellung der vorgesehenen Lernwege werden einige Schwachpunkte deutlich. Der schulbuchgemäße Zugang zur Linsenabbildung sollte dementsprechend umstrukturiert, ergänzt oder ersetzt werden.
... Teaching Experiments zur Linsenabbildung (Grusche, 2016a;2017a) & Spektroskopie (Grusche, 2016b;2017b) Von holistischen, alltagsnahen zu analytischen, wissenschaftlichen Vorstellungen: (Nawrath, 2010, S. 178) Darstellung von Zusammenhängen, z.B. zwischen • Körperfarbe, Lichtfarbe, Farbeindruck (Haagen-Schützenhöfer et al., 2014;vgl. Newton, 1976) • Brechbarkeit, Beugungswinkel, Wellenlänge, Spektralfarbe • Absorptions-und Emissionsspektren • spektralen ...
Instruction about hyperspectral imaging and its applications.
Kurzfassung Die Linsenabbildung gehört zu den Standardthemen des Optikunterrichts. Bei der Entwicklung von Unterrichtskonzepten müssen die Präkonzepte der Lernenden berücksichtigt werden. Präkon-zepte zur Linsenabbildung sind bereits mehrfach erhoben worden. Allerdings bezogen sich diese Studien stets auf die Erzeugung eines scharfen Bildes. Der allgemeine und ebenso alltagsrelevante Fall, nämlich die Erzeugung eines unscharfen Bildes, wurde indes vernachlässigt. Um Präkonzepte zur Projektion eines unscharfen Bildes zu erheben, wurden schriftliche und mündliche Befragun-gen durchgeführt. Die Untersuchungsergebnisse können der Lehrperson als Grundlage dienen, um lernernahen Unterricht zur Linsenabbildung zu planen. 1. Einleitung Es ist erstaunlich, über welche Vorstellung ein Siebtklässler schon vor dem Unterricht zur Lin-senabbildung verfügen kann: " Wen[n] man beim fotografieren [sic] scharf stellt auf die vordere Person […,] ist die hintere unscharf und so auch andersrum " (siehe Abschnitt 4). An solch ein Präkonzept zur Linsenabbildung kön-nen wir im Unterricht wunderbar anknüpfen. Nicht immer jedoch stimmen die Präkonzepte der Schü-ler/innen mit den Vorstellungen der Wissenschaft-ler/innen überein. Bekannte Präkonzepte tragen wir im Folgenden zusammen. Schüler/innen deuten die Linse als optisches Element , das die Lichtrichtung ändert, das Licht sam-melt oder zerstreut, aus Glas besteht, scharf stellt, heranholt oder auftrennt, beim Sehen hilft, spiegelt, die Lichtenergie erhöht, oder auch die Lichtge-schwindigkeit erhöht [1]. Anfangs nutzen Schü-ler/innen eine holistische Denkfigur [2-5]: Das Bild löst sich vom Gegenstand ab, bewegt sich zur Linse, wird dort umgedreht und geht dann bis zum Schirm. Gemäß dieser Denkfigur entsteht mit einer halben Linse ein halbes Bild [2-5,6-8] und ohne Linse trotzdem ein Bild [2,7,9]. Im Optikunterricht lernen Schüler/innen die wissenschaftliche Punkt-zu-Punkt-Denkfigur kennen [3]. Demnach gehen von jedem Gegenstandspunkt Strahlen aus, die hinter oder vor einer Linse im zugehörigen Bildpunkt zusammen-laufen. Nach dem Optikunterricht verfügen viele Schüler/innen über eine hybride Denkfigur [2-5,10,11]: Ein Lichtstrahl trägt jeweils einen Bild-punkt vom Gegenstand zum Schirm. Eine halbe Linse lässt nur Strahlen von einer Gegenstandshälfte durch und erzeugt somit ein halbes Bild; die ganze Linse kehrt die Reihenfolge der Strahlen um und
In the conventional approach to lens imaging, rays are used to map object
points to image points. However, many students have a need to think of the
image as a whole. To answer this need, lens imaging is reinterpreted as a
superposition of sharp images from different viewpoints. These so-called
elemental images are uncovered by covering the lens with a pinhole array. Rays
are introduced to connect elemental images. Lens ray diagrams are constructed
based on bundles of elemental images. The conventional construction method is
included as a special case. The proposed approach proceeds from concrete images to abstract rays. [NOTE: The following manuscript is a PRE-PRINT of the published article]
Clarification of science subject matter is a key issue if instruction of a particular science content (such as evolution, photosynthesis, or energy) is to be developed. Usually this clarification process is primarily or solely informed by issues coming from the structure of the referring science content. Educational issues then are regarded only after the science subject matter structure has been clarified. Our model of educational reconstruction closely links hermeneutical-analytical research on the science content structure and the educational significance of parts of it, and also includes empirical studies on students' understanding as well as preliminary trials of pilot instructional modules in classroom practice. It is, for instance, a key assumption of the model that the curriculum developer's awareness of the students' point of view may substantially influence the reconstruction of the particular science content. Experience has clearly shown that intimate knowledge of students' conceptions may provide a more adequate understanding of the referring science content by the curriculum developer. The theoretical assumptions of the model as well as examples for its significance from projects in the domains of biology education (visual perception) and physics education (chaos theory) are discussed. Needs and aims
Student understanding of the real images produced by converging lenses
and concave mirrors was investigated both before and after instruction
in geometrical optics. The primary data were gathered through interviews
in which undergraduates taking introductory physics were asked to
perform a set of prescribed tasks based on a simple demonstration. The
criterion used to assess understanding was the ability to apply
appropriate concepts and principles, including ray diagrams, to predict
and explain image formation by an actual lens or mirror. Performance on
the tasks, especially by students who had not had college instruction in
geometrical optics, suggested the presence of certain naive conceptions.
Students who had just completed the study of geometrical optics in their
physics courses were frequently unable to relate the concepts,
principles, and ray-tracing techniques that had been taught in class to
an actual physical system consisting of an object, a lens or a mirror,
and a screen. Many students did not seem to understand the function of
the lens, mirror, or screen, nor the uniqueness of the relationship
among the components of the optical system. Difficulties in drawing and
interpreting ray diagrams indicated inadequate understanding of the
concept of a light ray and its graphical representation.
Our paper is an analytical review of the design, development and reporting of learning progressions and teaching sequences. Research questions are: (1) what criteria are being used to propose a ‘hypothetical learning progression/trajectory’ and (2) what measurements/evidence are being used to empirically define and refine a ‘hypothetical learning progression/trajectory’? Publications from five topic areas are examined: teaching sequences, teaching experiments, didaktiks, learning trajectories in mathematics education and learning progressions in science education. The reviewed publications are drawn from journal special issues, conference reports and monographs. The review is coordinated around four frameworks of Learning Progressions (LP): conceptual domain, disciplinary practices, assessment/measurement and theoretical/guiding conceptions. Our findings and analyses show there is a distinction between the preferred learning pathways that focus on ‘Evolutionary LP’ models and the less preferred but potentially good LP starting place curriculum coherence focused ‘Validation LP’ models. We report on the respective features and characteristics for each.
To create the Hands-On Optics program and its associated instructional materials, we needed to understand a number of basic optics misconceptions held by children (and adults) and how to address them through a proper educational approach. The activities have been built with an understanding of the naïve concepts many people have about light, color, and optical phenomena in general. Our own experience is that the concepts that children and adults have of light are often not that different from each other. This paper explores the most common misconceptions about light and color, according to educational research, and describes how they can be addressed in optics education programs. This understanding of misconceptions was useful as well in the professional development component of the program where educators were trained on the Hands-On Optics modules. The professional development work for the optics industry volunteers who worked with the educators was also based on research on how an optics professional can work more effectively in multi-cultural settings–an area with great applicability to industry volunteers working in the very different culture of science centers or after-school programs.
Free article: http://iopscience.iop.org/article/10.1088/0031-9120/51/6/064001
Most refraction experiments are theory-laden and far from everyday experience. Accordingly, many students fail to apply the law of refraction to phenomena. To guide students from phenomena to theory, teachers can use a refraction experiment proposed by Kepler, where measurements are based on shadow images. For a different look at Kepler's experiment, one can use the principle of reversibility to get equivalent results, but based on apparent depth. For this reversal, rays of light are reinterpreted as lines of sight, and vice versa. The principle allows students to relate refracted rays to shifted images, and applies to other optical phenomena.
This study investigated pre-service physics teachers' (PSPTs) misconceptions and conceptual difficulties about geometrical optics in the contexts of plane mirrors (single and hinged), spherical mirrors (concave and convex) and lenses (converging and diverging) using prolonged interviews and an open-ended test. The interviews were conducted in five sessions with a divergent sample of 16 PSPTs, and the open-ended geometrical optics test (OEGOT) was administered to a sample of 52 PSPTs in Turkey. The interview guide and the OEGOT included mainly qualitative questions, which were specifically designed to elicit and examine PSPTs' misconceptions about geometrical optics. Several misconceptions held by PSPTs were identified and discussed. We found that PSPTs mainly had difficulties with the ray model, the function of the observer in the real and virtual image formation and observation processes, and the function of the screen in image formation and observation processes. Also the misconceptions in plane mirrors were found to be more coherent and experience-based while the ones in spherical mirrors and lenses were fragmented and loosely held in nature and mostly based on instruction.
Synthetic aperture focusing consists of warping and adding together the images in a 4D light field so that objects lying on
a specified surface are aligned and thus in focus, while objects lying off this surface are misaligned and hence blurred.
This provides the ability to see through partial occluders such as foliage and crowds, making it a potentially powerful tool
for surveillance. In this paper, we describe the image warps required for focusing on any given focal plane, for cameras in
general position without having to perform a complete metric calibration. We show that when the cameras lie on a plane, it
is possible to vary the focus through families of frontoparallel and tilted focal planes by shifting the images after an initial
recitification. Being able to vary the focus by simply shifting and adding images is relatively simple to implement in hardware
and facilitates a real-time implementation. We demonstrate this using an array of 30 video-resolution cameras; initial homographies
and shifts are performed on per-camera FPGAs, and additions and a final warp are performed on 3 PCs.
This study explored high school and teacher-training college students' knowledge of light, vision and related topics before and after commonly practised instruction. This knowledge was analysed and interpreted in the light of premises for the construction of alternative knowledge by learners of optics. A hierarchical structure was suggested to represent the collective conceptual knowledge of students in terms of facets and schemes of knowledge. ‘Abundance’ and ‘gain’ coefficients permitted quantitative description of the spread and alteration of the facets and schemes. In place of confronting misconceptions individually, schemes provide a basis for the design of more effective methods of instruction to challenge the fundamental patterns of alternative knowledge. Student misconceptions identified in other studies were included for comparison. On the basis of the study, suggestions are made for modifications in curricula to improve optics instruction.
Empirical investigations on students' conceptions of cell biology indicate major misunderstandings of scientific concepts even after thorough teaching. Therefore, the main aim of our research project was to investigate students' difficulties in learning this topic and to study the impact of learning activities on students' conceptions. Using the Model of Educational Reconstruction, a four-phase design was carried out. First there was the clarification of science subject matter. Secondly, students' conceptions were investigated, and finally, the learning activities were designed. An evaluation of these learning activities was carried out using five teaching experiments, each with three 9th grade students (15-16 years, Grammar school). Interpretation of students' 'pathways of thinking' and their conceptual change during instruction was framed theoretically by experiential realism. Theoretical framework, methods and outcomes of the study may contribute to a deeper understanding of students´ ways of thinking in the field of cell biology and reveal the process of conceptual development by using well planned learning activities.
Sources of optics misconceptions Contemporary Science Education
- D Kaltakci
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A teaching strategy for developing the power of observation in science Ondokuz Mayis Üniversitesi Eğitim Fakültesi Dergisi
- A Oğuz-Ünver
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Oğuz-Ünver A and Yürümezoğlu K 2009 A
teaching strategy for developing the power
of observation in science Ondokuz Mayis
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An Optics of Visual Experience
- G Maier
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(New York: Adonis Press)