Exploring the effect of a phenomenological teaching-learning sequence on lower secondary school students' views of light polarisation

Bitzenbauer P, Tóth K, Michelini M (2024)

Publication Language: English

Publication Type: Journal article

Publication year: 2024

Journal

Physics Education Institute of Physics

Book Volume: 59

Article Number: 035009

Journal Issue: 3

DOI: 10.1088/1361-6552/ad2b9f

Open Access Link: https://doi.org/10.1088/1361-6552/ad2b9f

Abstract

The wave model of light in general, and the phenomenon of light polarisation in particular, are difficult topics for secondary school students. Prior research has indicated that a model-free phenomenological teaching approach may be fruitful in helping students overcome some of the widespread learning obstacles. These phenomenological approaches are characterised by their departure from abstract and mechanistic models of light, opting instead to prioritise students' observations throughout the exploration of phenomena and experiments, unburdened by mathematical formalism or theoretical models. In this paper, we present a three-lessons phenomenological teaching-learning sequence on light polarisation. We evaluated of the teaching concept in classroom practise and analysed ways of thinking about light polarisation among N = 110 students (aged 12–14 years) who participated in the intervention using qualitative content analysis of free-text responses. The results provide preliminary empirical evidence that the presented instructional approach can contribute to the development of a qualitative understanding of polarisation among learners in introductory optics.

Authors with CRIS profile

Philipp Bitzenbauer Department Physik

Involved external institutions

Eötvös Loránd University / Eötvös Loránd Tudományegyetem (ELTE) HU Hungary (HU) University of Udine / Università degli Studi di Udine IT Italy (IT)

How to cite

APA:

Bitzenbauer, P., Tóth, K., & Michelini, M. (2024). Exploring the effect of a phenomenological teaching-learning sequence on lower secondary school students' views of light polarisation. Physics Education, 59(3). https://dx.doi.org/10.1088/1361-6552/ad2b9f

MLA:

Bitzenbauer, Philipp, Kristóf Tóth, and Marisa Michelini. "Exploring the effect of a phenomenological teaching-learning sequence on lower secondary school students' views of light polarisation." Physics Education 59.3 (2024).

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