We report on an experimental course in geometrical optics which heavily incorporates historical models accounting for light, vision, optical images, and others. The design and contents of the course were guided by previously elicited knowledge of high school students regarding optical phenomena. We utilized the course in a year-long experiment. The content knowledge of students expressed in a facets-scheme structure was compared with the same under regular instruction. We made qualitative and quantitative assessments based upon facets-scheme frequencies. Clear differences found in students’ conceptual knowledge may support the adopted rationale and teaching approach: using appropriately selected historical materials that address knowledge issues relevant for the students can significantly promote meaningful learning of the subject matter.
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July 2000
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July 01 2000
The influence of an historically oriented course on students’ content knowledge in optics evaluated by means of facets-schemes analysis Available to Purchase
Igal Galili;
Igal Galili
Science Teaching Center, The Hebrew University of Jerusalem, Jerusalem 91904, Israel
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Amnon Hazan
Amnon Hazan
Science Teaching Center, The Hebrew University of Jerusalem, Jerusalem 91904, Israel
Search for other works by this author on:
Igal Galili
Science Teaching Center, The Hebrew University of Jerusalem, Jerusalem 91904, Israel
Amnon Hazan
Science Teaching Center, The Hebrew University of Jerusalem, Jerusalem 91904, Israel
Am. J. Phys. 68, S3–S15 (2000)
Article history
Received:
August 04 1999
Accepted:
March 22 2000
Citation
Igal Galili, Amnon Hazan; The influence of an historically oriented course on students’ content knowledge in optics evaluated by means of facets-schemes analysis. Am. J. Phys. 1 July 2000; 68 (S1): S3–S15. https://doi.org/10.1119/1.19518
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