Teaching methodologies to promote creativity in the professional skills related to optics knowledge (original) (raw)

Methods of Stimulating the Students' Creativity in the Study of Geometrical Optics

2015

The aim of the present article is to focus on the operational aspects referring to the actions - strategies and on the defined modalities of establishing educational objectives/competences. In the achievement of our work a special attention has been paid to the operational aspects of the learning process of the optical phenomena. There were carried out representative and functional experiments concerning optical phenomena like: reflection of light, refraction of light, dispersion of light, using accessible and/or recyclable materials to run our experiments. The education of creativity implies both an explicit approach from the cognitive perspective and also all the dimensions of the personality and intellectual, psychomotor, affective and motivational potential of the students, together with the environmental factors.

Social Interaction and Creative Thinking Skills to Influence Students’ Conceptual Understanding on Optical Geometry

International Journal of Educational Research Review, 2019

The aim of this research was to determine the influence of learning physics using project and experimental methods in terms of social interaction and creative thinking of students. The learning material used is about optical devices. The results of the study include: (1) Students are not fluent in providing answers; (2) Students are less able to think openly in answering questions; (3) When the teacher gives questions, students do not immediately take the initiative to answer; (4) Students tend to answer questions whose answers are already listed in the textbook; (5) Students give examples according to what the teacher gave; (6) Students are less able to combine information that has been given by the teacher to provide examples or other answers to a question; (7) Students are less able to give ideas about a thing with several different points of view; (8) Students are less able to create their own ideas that are new and different from usual. The results of students’ conceptual under...

The ideas of 3rd years students of technical schools in Cyprus about light and its properties

2008

This paper aims to report and investigate the ideas of 18 year-old (3rd year) students of Vocational Education in Technical Schools in Cyprus, about light and its properties. In Technical High School Education physics is a compulsory subject for all 3 years of studies for 2, 45΄, periods per week. Among the wide range of topics related to the physics of light in the 3rd year curriculum, this paper focuses on reporting the student's ideas about various basic aspects of light, such as propagation, colour, the use of rays, and the mechanism of vision. The data were derived from the pupils' diagrammatic and written responses to a questionnaire. The questionnaire included actual or modified questions selected from the literature or questions especially designed to meet the needs of this paper. The participants include students of different specializations: designers, mechanics, electricians, plumbers. Common to all students in the vocational sector is the focus of their education on applications and practice. The findings are compared to other research results from the existing literature to find any similarities and, most importantly, to see whether or not there are differences that may be contributed to the different, less theoretical education provided by Technical Schools. Also the implications of the findings for the development of a curriculum in Optics for the Vocational Education in Technical Schools are being discussed. KEYWORDS Light, light ray, colour, propagation of light, emission of light, misconceptions.

Implementing Project-Based Learning to Improve Students’ Creative Disposition, Creativity and Understanding in Learning Light and Optics

2020

The purpose of this research is to investigate the effect of implementing project-based learning on students' creative disposition, creativity, and understanding in learning light and optics. The method that was used in this research was experimental research. The result shows that creative disposition appears for 74.95 minutes of the total appearing time of five creative disposition indicators which is inquisitive, persistent, imaginative, collaborative and discipline. Then, the result of students' creativity was 69.73% which categorized as good. The result of the analysis of students' understanding, proves that there is an improvement in students' scores in learning light and optics after the implementation of project-based learning. This result can also be seen by the significant 0.001 which means there was an improvement in students' understanding. The recommendation of this research is to try to conduct the experiment on a different topic and compare the result in a control and experiment class.

Contribution from optical course for the educational guidance of engineering careers students

12th Education and Training in Optics and Photonics Conference, 2013

The work shows the fundamental elements of an inclusive educational guidance conception of substantive university processes and results achieved at the Instituto Superior Politécnico José Antonio Echeverría of Havana in the contribution from optical course to develop it for the students in first and second year of the engineering programs, by means of lectures on holography and three-dimensional images of motivation and link with different specialties and the development of experimental facilities and methodology for the construction of holograms and anaglyph by students for engineering applications.

Teaching optics with an intra-curricular kit designed for inquiry-based learning

Physics Education, 2012

In order to increase scientific literacy and the knowledge of science and technology of Europe's citizens, the European Commission suggests a more student-centred implementation of natural sciences in education systems. Inquiry-based learning (IBL) is not only an accepted method to promote students' interest and motivation, it also helps students learn the scientific method and fosters their research skills. However, IBL is rarely used in European classrooms. The main reason is that due to the strict curricula teachers do not have the time for preparation and they do not feel well equipped and trained in the use of IBL methods in class. The Photonics Explorer programme addresses these problems on the European level. Within the programme, a pan-European collaboration of professors, teachers and photonics experts have developed the Photonics Explorer kit for the teaching of optics and light-related topics in physics across various European secondary school curricula. It is designed for intra-curricular use and contains specially designed, hands-on experimental components, worksheets based on guided IBL and multimedia material. Additionally, the kit provides a teacher guide with a suggested lesson outline and sufficient background information for each topic.

The Profile of Students Creative Thinking Skill in Designing Optical Instruments Prototype

Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia, 2020

The paper explained the profile of students' creative thinking skills in designing an optical instrument prototype. The research method used a mixed-method with the explanatory sequential design model. The research design was experimental. The subject of this study consist of 22 students on the 11 th grade in one of Senior high school. Students were assigned to design a prototype which is the problem solution of optical tools practice. The instrument of assessment design used in this research was an assessment of the design process that consists of 5 assessment aspects that implicated STEM field (Science, Technology, Engineering, and Mathematics). The result of this study showed by using STEM approach method, students can think creatively in the process of design with a percentage rate of around 66.25%.

Multidisciplinary educational activity based on optical experiments conducted within an art context

Proceedings of SPIE, 2015

On the 20 th of December 2013, The United Nations (UN) General Assembly 68 th Session proclaimed 2015 as the International Year of Light and Light-based Technologies (IYL 2015). The proclamation of an International Year focusing on the light science and applications recognizes the importance of light in the society, which plays a vital role in our daily lives, being visible in a widespread number of different areas, as for instance, in technology, education, energy, art, agriculture, health, among many others. In this work, the members of the Image Processing Laboratory from the Universitat Autònoma de Barcelona (UAB), analyze the concept of readapting some experiments in optics-usually conducted in different courses at the UAB physics degree-into the artistic context of the MACBA (Museu d'Art Contemporani de Barcelona). This project, called SummerLight, takes place within the framework of the IYL, as part of the activities devised to promote the visibility of light. The readapted experiments are expected to teach and improve the knowledge of high school students with respect to different important physical phenomena related to the wave nature of light as polarization, interferences and diffraction. This study analyzes the suitability of the proposed experiments in terms of student optical skills improvement. In addition, its contextualization into an artistic scenario is also discussed.

On designing and evaluating teaching sequences taking geometrical optics as an example

Science Education, 2005

National assessments and other investigations have drawn attention to the fact that there is considerable room for improvement in science teaching and learning. This article describes, exemplifies, and discusses a research program set up to address this unsatisfactory state of affairs. Briefly, the idea of the program is that researchers in science education and teachers in schools should work together to design teaching sequences and assess how they function in practice, including what the students learn. This work has two aims: first, to generate results of practical use, and second, to contribute to the development of educational science. Results of practical use are presented in the form of teacher's guides, written to be used as tools for generating further knowledge. As a contribution to educational science, attempts are made to formulate content-oriented theories of conditions that are likely to improve learning with understanding. This article describes and discusses how the research program has been implemented in the area of geometrical optics at the upper level (grades 8 and 9) of compulsory school. It is suggested that the idea of contentoriented theories is worth further examination and development and might contribute to strengthening science education as an autonomous discipline. C 2004 Wiley Periodicals, Inc. Sci Ed 89:196 -218, 2005 PROBLEM Research programs are conducted according to various aims, e.g., developing and testing a theory, developing and applying a method, or attempting to solve a practical problem. Research is said to be theory driven, method driven, or problem driven. A common conception of the relation between theory-driven and problem-driven research is that the former is more important and a prerequisite for the latter. Acquired theoretical insights are assumed to generate applied research that can lead to solutions of practical problems. However, the National Research Council (2000, p. 250) points out that this model is too limiting when it

Changing University Students' Alternative Conceptions of Optics by Active Learning

• Active learning is individual and group participation in effective activities such as in-class observing, writing, experimenting, discussion, solving problems , and talking about to-be-learned topics. Some instructors believe that active learning is impossible, or at least extremely difficult to achieve in large lecture sessions. Nevertheless, the truly impressive implementation results of the SCALE-UP learning environment suggest that such beliefs are false (Beichner et al., 2000). In this study, we present a design of an active learning environment with positive effect on students. The design is based on the following elements: (1) helping students to learn from interactive lecture experiment; (2) guiding students to use justified explanation and prediction after observing and exploring a phenomenon; (3) developing a conceptual question sequence designed for use in an interactive lecture with students answering questions in worksheets by writing and drawing; (4) evaluating students' conceptual change and gains by questions related to light reflection, refraction, and image formation in an exam held a week after the active learning session. Data were collected from 95 science freshmen with different secondary school backgrounds. They participated in geometrical optics classes organized for collecting research results during and after only one active learning session. The results have showed that around 60% of the students changed their initial alternative conceptions of vision and of image formation. It was also found that a large group of university students is likely to be engaged in active learning , shifting from a passive role they usually play during teacher' s lectures.