Identifying pre-service physics teachers’ misconceptions and conceptual difficulties about geometrical optics
Identifying pre-service physics teachers’ misconceptions and conceptual difficulties about geometrical optics
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识别职前物理教师对几何光学的误解和概念困难
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发表时间：
2016
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通讯作者：
L. McDermott
中科院分区：
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作者：
Derya Kaltakci;A. Eryılmaz;L. McDermott
本研究采用长时间访谈和开放式测验的方法，调查了职前物理教师在平面镜（单面镜和铰链镜）、球面镜（凹面镜和凸面镜）和透镜（会聚镜和发散镜）的几何光学概念错误和概念困难。访谈进行了五次会议，不同的样本16 PSPT，和开放式几何光学测试（OEGOT）管理的样本52 PSPT在土耳其。访谈指南和OEGOT主要包括定性问题，这些问题是专门设计来引出和检查PSPT对几何光学的误解。查明并讨论了私营部门防止酷刑和其他残忍、不人道或有辱人格的待遇或处罚小组委员会持有的一些误解。我们发现PSPTs主要在光线模型、观察者在真实的和虚拟的成像和观察过程中的作用以及屏幕在成像和观察过程中的作用方面存在困难。此外，平面镜的错误概念被发现是更连贯和经验为基础的，而球面镜和透镜的是支离破碎的，松散的性质，主要是基于指令。
This study investigated pre-service physics teachers’ (PSPTs) misconceptions and conceptual difficulties about geometrical optics in the contexts of plane mirrors (single and hinged), spherical mirrors (concave and convex) and lenses (converging and diverging) using prolonged interviews and an open-ended test. The interviews were conducted in five sessions with a divergent sample of 16 PSPTs, and the open-ended geometrical optics test (OEGOT) was administered to a sample of 52 PSPTs in Turkey. The interview guide and the OEGOT included mainly qualitative questions, which were specifically designed to elicit and examine PSPTs’ misconceptions about geometrical optics. Several misconceptions held by PSPTs were identified and discussed. We found that PSPTs mainly had difficulties with the ray model, the function of the observer in the real and virtual image formation and observation processes, and the function of the screen in image formation and observation processes. Also the misconceptions in plane mirrors were found to be more coherent and experience-based while the ones in spherical mirrors and lenses were fragmented and loosely held in nature and mostly based on instruction.