Physical Optics learning from laboratory work

Science education research suggests that students have learning difficulties in physics content when experimental laboratory workcannot be implemented. In applied areas, such as Optics, it is often necessary to form a deep comprehension encompassing boththeory and application. In this paper we integ...

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Detalles Bibliográficos
Autores principales: Serrano, Graciela, Clavijo, Silvia, Muñoz, Camila, Idoyaga, Ignacio
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Profesores de Física de la Argentina 2022
Materias:
Laboratory
Physical Optics
Learning
ICT
Laboratorio
Óptica física
Aprendizaje
TIC
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaEF/article/view/39800
Aporte de:
Revista de Enseñanza de la Física de Universidad Nacional de Córdoba
id I10-R316-article-39800
record_format ojs
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-316
container_title_str Revista de Enseñanza de la Física
language Español
format Artículo revista
topic Laboratory
Physical Optics
Learning
ICT
Laboratorio
Óptica física
Aprendizaje
TIC
spellingShingle Laboratory
Physical Optics
Learning
ICT
Laboratorio
Óptica física
Aprendizaje
TIC
Serrano, Graciela
Clavijo, Silvia
Muñoz, Camila
Idoyaga, Ignacio
Physical Optics learning from laboratory work
topic_facet Laboratory
Physical Optics
Learning
ICT
Laboratorio
Óptica física
Aprendizaje
TIC
author Serrano, Graciela
Clavijo, Silvia
Muñoz, Camila
Idoyaga, Ignacio
author_facet Serrano, Graciela
Clavijo, Silvia
Muñoz, Camila
Idoyaga, Ignacio
author_sort Serrano, Graciela
title Physical Optics learning from laboratory work
title_short Physical Optics learning from laboratory work
title_full Physical Optics learning from laboratory work
title_fullStr Physical Optics learning from laboratory work
title_full_unstemmed Physical Optics learning from laboratory work
title_sort physical optics learning from laboratory work
description Science education research suggests that students have learning difficulties in physics content when experimental laboratory workcannot be implemented. In applied areas, such as Optics, it is often necessary to form a deep comprehension encompassing boththeory and application. In this paper we integrate laboratory activities into a traditional university Physics course with the aim of helping students make connections between theoretical Optics concepts and their implementation/application in the laboratory. Students regularized the subject during the stage of the covid-19 pandemic by completing the course virtually and resorting to the use of virtual and remote laboratories that were available at that time. In this non-face-to-face education period, many of them showed a lack of motivation to learn and study, so once the emergency situation was over, we sought to highlight the understanding of the concepts of Physical Optics, as a revision instance before the final exam. In a workshop modality, we designed a protocol that proposed elaborating conceptual explanations, carrying out theoretical calculations and developing experimental tasks. Initial diagnostic activities revealed difficulties in students' conceptualization and procedural skills. At the end of the workshop, a better conceptual understanding of issues such as interference, diffraction and polarization of light, development of work habits in the laboratory and greater students involvement in their learning processes was evidenced.
publisher Asociación de Profesores de Física de la Argentina
publishDate 2022
url https://revistas.unc.edu.ar/index.php/revistaEF/article/view/39800
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spelling I10-R316-article-398002023-09-12T17:03:18Z Physical Optics learning from laboratory work Aprendizaje de óptica física desde el trabajo en el laboratorio Serrano, Graciela Clavijo, Silvia Muñoz, Camila Idoyaga, Ignacio Laboratory Physical Optics Learning ICT Laboratorio Óptica física Aprendizaje TIC Science education research suggests that students have learning difficulties in physics content when experimental laboratory workcannot be implemented. In applied areas, such as Optics, it is often necessary to form a deep comprehension encompassing boththeory and application. In this paper we integrate laboratory activities into a traditional university Physics course with the aim of helping students make connections between theoretical Optics concepts and their implementation/application in the laboratory. Students regularized the subject during the stage of the covid-19 pandemic by completing the course virtually and resorting to the use of virtual and remote laboratories that were available at that time. In this non-face-to-face education period, many of them showed a lack of motivation to learn and study, so once the emergency situation was over, we sought to highlight the understanding of the concepts of Physical Optics, as a revision instance before the final exam. In a workshop modality, we designed a protocol that proposed elaborating conceptual explanations, carrying out theoretical calculations and developing experimental tasks. Initial diagnostic activities revealed difficulties in students' conceptualization and procedural skills. At the end of the workshop, a better conceptual understanding of issues such as interference, diffraction and polarization of light, development of work habits in the laboratory and greater students involvement in their learning processes was evidenced. La investigación en educación en ciencias sugiere que los estudiantes tienen dificultades para aprender contenidos de física cuando no se puede implementar el trabajo experimental de laboratorio. En áreas aplicadas, como la óptica, a menudo es necesaria la formación de una sólida comprensión que abarque tanto la teoría como la aplicación. En este trabajo integramos actividades de laboratorio en un curso tradicional de Física universitaria con el objetivo de ayudar a los estudiantes a hacer conexiones entre los conceptos de óptica teórica y su implementación/aplicaciones en el laboratorio. Los estudiantes regularizaron la asignatura durante la etapa de la pandemia covid-19 realizando el cursado en forma virtual y recurriendo al empleo de laboratorios virtuales y remotos disponibles en ese momento. En este período de educación no presencial muchos de ellos mostraron falta de motivación para aprender y estudiar por lo una vez finalizada la situación de emergencia, buscamos poner en evidencia la comprensión de los conceptos de Óptica Física, como instancia de revisión antes del examen final. En una modalidad de trabajo tipo taller, se diseñó un protocolo que proponía elaborar explicaciones conceptuales, realizar cálculos teóricos y desarrollar tareas experimentales. Las actividades de diagnóstico iniciales revelaron dificultades en la conceptualización y habilidades procedimentales de los estudiantes. Al finalizar el dictado del taller, se evidenció una mejor comprensión conceptual de temas como interferencia, difracción y polarización de la luz, desarrollo de hábitos de trabajo en el laboratorio y un mayor involucramiento de los estudiantes en sus procesos de aprendizaje. Asociación de Profesores de Física de la Argentina 2022-12-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revistaEF/article/view/39800 Journal of Physics Teaching; Vol. 34: Extra Issue: Selection of papers submitted to SIEF; 329-335 Revista de Enseñanza de la Física; Vol. 34: Número Extra: Selección de Trabajos presentados a SIEF; 329-335 Revista de Enseñanza de la Física; v. 34: Edição extra: Seleção de artigos enviados ao SIEF; 329-335 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/39800/39931 Derechos de autor 2022 Graciela Serrano, Silvia Clavijo, Camila Muñoz, Ignacio Idoyaga http://creativecommons.org/licenses/by-nc-nd/4.0

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