Designing Inquiry-Based Learning Environments for Quantum Physics Education in Secondary Schools

Autor/inn/en	Vilarta Rodriguez, Luiza; van der Veen, Jan T.; Anjewierden, Anjo; van den Berg, Ed; de Jong, Ton
Titel	Designing Inquiry-Based Learning Environments for Quantum Physics Education in Secondary Schools
Quelle	In: Physics Education, 55 (2020) 6, Artikel 065026 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vilarta Rodriguez, Luiza) ORCID (van der Veen, Jan T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-9120
Schlagwörter	Quantum Mechanics; Physics; Science Instruction; Secondary School Science; Teaching Methods; Educational Technology; Technology Uses in Education; Scientific Concepts; Concept Formation; Inquiry; Computer Simulation; Cooperative Learning; High School Students; Foreign Countries; Light; Energy; Netherlands + Suchen Sie Ihr Suchwort? Quantenmechanik; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Concept learning; Begriffsbildung; Computergrafik; Computersimulation; Kooperatives Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Licht; Energie; Niederlande
Abstract	This paper describes the design process for a digital instructional sequence on introductory quantum physics for upper secondary education. Based on a collaboration between teachers and physics education researchers, this sequence incorporates relevant theoretical foundations from the field of science teaching to promote meaningful and conceptual learning of quantum physics. The sequence is composed of units, which are being developed using the Go-Lab ecosystem (www.golabz.eu), a free online platform for teachers to create digital inquiry-based lessons. So far, the sequence covers the photoelectric effect, wave-particle duality, and tunnelling phenomena. This paper focuses on the sequence's first unit, addressing the photoelectric effect. The unit is used in this paper to exemplify the incorporation of the sequence's theoretical foundations: digital inquiry-based learning with simulations, collaborative learning, and conceptual change. The unit was pilot-tested with 114 students in four Dutch high schools. Answers to multiple-choice and open-ended questions were collected through the Go-Lab platform. Analyses showed the unit's potential to promote correct reasoning about the role of the intensity and frequency variables and revealed students' difficulties in grasping light's particle nature at the end of the lesson. These preliminary results are used to draw conclusions about how to improve this unit and inform the design of new instructional sequences. (As Provided).
Anmerkungen	IOP Publishing. 190 North Independence Mall West Suite 601, Philadelphia, PA 19106. Tel: 215-627-0880; Fax: 215-627-0879; e-mail: ped@ioppublishing.org; Web site: https://iopscience.iop.org/journal/0031-9120
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01