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Effect of Students' Investigative Experiments on Students' Recognition of Interference and Diffraction Patterns: An Eye-Tracking Study

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Τίτλος: Effect of Students' Investigative Experiments on Students' Recognition of Interference and Diffraction Patterns: An Eye-Tracking Study
Γλώσσα: English
Συγγραφείς: Susac, Ana (ORCID 0000-0002-0554-4088), Planinic, Maja (ORCID 0000-0001-7087-2419), Bubic, Andreja, Jelicic, Katarina (ORCID 0000-0002-7072-9388), Ivanjek, Lana, Cvenic, Karolina Matejak (ORCID 0000-0002-3286-6904), Palmovic, Marijan (ORCID 0000-0002-4587-4348)
Πηγή: Physical Review Physics Education Research. Jan-Jun 2021 17(1).
Διαθεσιμότητα: American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Peer Reviewed: Y
Page Count: 15
Ημερομηνία έκδοσης: 2021
Τύπος εγγράφου: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Investigations, Experiments, Hands on Science, Optics, Light, Color, Pattern Recognition, Teaching Methods, Instructional Effectiveness, High School Seniors, Eye Movements, Attention, Difficulty Level, Scientific Concepts, Foreign Countries
Γεωγραφικοί όροι: Croatia
DOI: 10.1103/PhysRevPhysEducRes.17.010110
ISSN: 2469-9896
Περίληψη: Recognition of interference and diffraction patterns is a difficult task for both high-school and university students. Many students fail to observe important features of particular patterns and identify the differences among similar patterns. In this study, we investigated if performing students' investigative experiments can help high-school students in recognition of typical interference and diffraction patterns. Students in the experimental group were exposed to a teaching intervention that included five students' investigative hands-on experiments on wave optics whereas the control group had the standard lecture-based physics teaching. We measured eye movements of students from both the experimental and control groups while they were identifying patterns produced by monochromatic light on a double slit, single slit, and diffraction grating, and by white light on a diffraction grating. Students from the experimental group had a higher percentage of correct answers than students in the control group that indicated that students' investigative experiments had a positive effect on their recognition of interference and diffraction patterns. However, the low percentage of correct answers, even in the experimental group, confirms that distinguishing of the typical interference and diffraction patterns remains a difficult task for high-school students even if they had performed investigative hands-on experiments. Eye-tracking data showed that students from the experimental group had a shorter dwell on multiple-choice patterns, possibly because they were more familiar with interference and diffraction patterns and felt more confident in choosing the correct pattern. All students attended more to those patterns which they chose as the correct answer and that corroborates the previous findings. Overall, the results indicate that students' recognition of interference and diffraction patterns can be improved by introducing hands-on investigative experiments in the classroom.
Abstractor: As Provided
Entry Date: 2021
Αριθμός Καταχώρησης: EJ1286906
Βάση Δεδομένων: ERIC
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  Data: Effect of Students' Investigative Experiments on Students' Recognition of Interference and Diffraction Patterns: An Eye-Tracking Study
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  Data: Recognition of interference and diffraction patterns is a difficult task for both high-school and university students. Many students fail to observe important features of particular patterns and identify the differences among similar patterns. In this study, we investigated if performing students' investigative experiments can help high-school students in recognition of typical interference and diffraction patterns. Students in the experimental group were exposed to a teaching intervention that included five students' investigative hands-on experiments on wave optics whereas the control group had the standard lecture-based physics teaching. We measured eye movements of students from both the experimental and control groups while they were identifying patterns produced by monochromatic light on a double slit, single slit, and diffraction grating, and by white light on a diffraction grating. Students from the experimental group had a higher percentage of correct answers than students in the control group that indicated that students' investigative experiments had a positive effect on their recognition of interference and diffraction patterns. However, the low percentage of correct answers, even in the experimental group, confirms that distinguishing of the typical interference and diffraction patterns remains a difficult task for high-school students even if they had performed investigative hands-on experiments. Eye-tracking data showed that students from the experimental group had a shorter dwell on multiple-choice patterns, possibly because they were more familiar with interference and diffraction patterns and felt more confident in choosing the correct pattern. All students attended more to those patterns which they chose as the correct answer and that corroborates the previous findings. Overall, the results indicate that students' recognition of interference and diffraction patterns can be improved by introducing hands-on investigative experiments in the classroom.
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