ERIC Number: ED269242
Record Type: RIE
Publication Date: 1986
Reference Count: 0
Conceptions of Light and Vision: From the Naive to the Expert.
This paper examines work in eliciting conceptions of light and vision that are held by naive learners and about some promising instructional strategies that emerge from this work. Naive learners are defined as subjects that have not had formal exposure to the physics of light, particularly elementary school children who were interviewed in the informal setting of an interactive museum and prospective elementary school teachers in a college science class. Sections of the paper discuss: (1) historical aspects of explanations dealing with visual phenomena; (2) children's conceptions which were elicited during their experiences with museum exhibits (focusing on intermittent and extended light sources); (3) research strategies used to identify children's preconceptions; and (4) a four-step prescription for teaching. This prescription (which involves eliciting, confronting, engaging, and extending) is used with portable, easy-to-make versions of exhibits which are taken to children's workshops and to college classes for preservice teachers. (JN)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association of Physics Teachers (Atlanta, GA, January 27, l986).