A Content Analysis of Physics Textbooks as a Probable Source of Misconceptions in Geometric Optics

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH
Derya Kaltakci Gurel, A. Eryılmaz
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引用次数: 11

Abstract

Studies on students’ conceptions and reasoning in geometric optics have revealed that students have scientifically incorrect knowledge or lack of understanding in basic optical phenomena. For this reason, as well as the identification of these conceptions or reasoning, the factors or sources that may cause the construction of them should be determined. In the literature, textbooks are considered as one of the main sources of students’ unscientific or lacking conceptions. In introductory optics, students may not recognize the role of the observer’s eye in the formation and the observation of an image. In this study, nine commonly used physics textbooks around the world and the physics textbook advised by Ministry of National Education in Turkey analyzed in terms of the use of observer’s eye and critiqued as a potential source of students’ unscientific or lack of conception in optics. Document analysis method is used in order to analyze the ten textbooks. It is found that the role of the observer’s eye is ignored or not specifically emphasized in the image formation or observation process in the textbooks. It is suggested that textbooks should be reviewed by experts and the role of observers’ eye should be considered especially at the introductory optics for students’ better understanding of the optical phenomena.
几何光学误解可能来源的物理教科书内容分析
对学生几何光学概念和推理的研究表明,学生对基本光学现象的认识存在科学错误或缺乏理解。因此,除了对这些概念或推理的识别之外,还应该确定可能导致其构建的因素或来源。在文献中,教科书被认为是学生观念不科学或缺乏的主要来源之一。在光学入门课程中,学生可能不会认识到观察者的眼睛在图像形成和观察中的作用。本研究以世界上常用的九种物理教科书和土耳其国家教育部推荐的物理教科书为研究对象,从观察者眼睛的使用角度进行了分析,并批评了学生在光学方面不科学或缺乏概念的潜在来源。采用文献分析法对这十本教材进行分析。发现教材在图像的形成或观察过程中,忽视或没有特别强调观察者眼睛的作用。建议教材应由专家审校,特别是在光学入门部分应考虑到观察者眼睛的作用,使学生更好地理解光学现象。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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