Helping secondary school students develop a conceptual understanding of refraction. (18th May 2016)

• Record Type: Journal Article
• Authors: Ashmann, Scott; Anderson, Charles W; Boeckman, Heather
• Is Part Of: Physics education. Volume 51:Number 4(2016:Jul.)
• Publication Date: 2016-05-18
• Subjects: Physics -- Study and teaching (Secondary) -- Periodicals; 530.0712
• DOI: 10.1088/0031-9120/51/4/045009
• Languages: English
• ISSNs: 0031-9120

Abstract

Abstract: Using real-world examples, ray diagrams, and a cognitive apprenticeship cycle, this paper focuses on developing students' conceptual (not mathematical) understanding of refraction. Refraction can be a difficult concept for students to comprehend if they do not have well-designed opportunities to practice explaining situations where reflection and refraction occur. The use of ray diagrams can be useful in (a) the teacher modelling a correct explanation to a situation where refraction occurs and (b) for students to create as they practice other examples. This paper includes eight examples of increasing complexity that use a cognitive apprenticeship cycle approach to scaffold student learning. The first examples (rock fish, floating penny) are shown and a solution is modeled using a ray diagram. Three more examples (bent pencil, dropping an item in water, sunrise/sunset) are presented for students to practice, with each becoming more sophisticated. Three assessment exercises are then provided (two dots, three coins, broken tube).