1. By Kreetha Kaewkhong The development of an inquiry-based learning unit in light reflection and refraction DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY 1

2. Outline Introduction Reviews Research Questions Objectives Framework and methodology Expected outcomes DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY 2

3. Introduction DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY 3

4. Reviews(1) (Goldberg and McDermott,1986) DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY 4 A location of an image depend on the position of an observer. They could not apply reflection principle.

5. Reviews(2) (Goldberg and McDermott,1987) DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY 5 Investigator asks the students what would happen if (1) the concave mirror were replaced by a plane mirror (2) if part of the mirror were covered, (3) if the screen were moved toward the mirror, and (4) if the screen are removed. Students lacked understanding in principle of concave mirror. They could not using a ray diagram to identify a location of image.

6. Reviews(3) (Rice and Feher,1987 ) DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY Pinhole Object Image 6 Children did not understanding the process when light pass through a pinhole.

7. Reviews(4) (Saxena,1991 ) DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY 7 (1) (2) 2 1: 2:

8. Reviews(5) (Ming-Liang Lin et al., 2003) DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY 8 (1) (2) Where is a location of image seen by both a boy and a girl? -The image is located right on the surface of the mirror. -The image is located in the line of sight.

9. Preliminary works DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY Both Thai students and Thai high-school physics teachers have misconceptions in light reflection and refraction. 9

10. Research questions 1. What are conceptions of Thai students in light reflection and refraction? 2. How does a learning unit based on inquiry help Thai students improve their understanding in light reflection and refraction? DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY 10

11. Research objectives 1. To explore students’ understanding of light reflection and refraction. 2. To develop a learning unit of light reflection and refraction for Thai students. 3. To determine the effectiveness of learning unit in light reflection and refraction. DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY 10

12. Research framework Part 1: Explore students’ understanding Part 2: Design a learning unit Part 3: Evaluate a learning unit DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY 11

13. Methodology in Part 1 1.Study the previous researches. 2. Survey concepts in Thai curriculum and Thai text -books. 3. Conception grouping 4. Construct the open-ended conceptual questions 6. Investigate students’ conceptual understanding 5. Develop multiple-choice conceptual test DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY 12

14. - 69 high school physics teachers (31 May 2006) - 53 science undergraduate students (27 July 2006) - 261 secondary school students from 4 schools ( 11-14 September 2006) Samples of the preliminary work DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY 13

15. 1.The conceptual Understanding of Light Refraction Thai Science Students and High School Physics Teachers. Proceeding The national symposium on Physics Graduate Research,29 June- 1July 2006,Chaiyapoom, Thailand 2.The conceptual Understanding of Light Refraction of Thai high school student.Abstract 32 nd Congress on Science and Technology of Thailand.10-12 October 2006.Bangkok,Thailand 3. The conceptual Understanding of Light Refraction among Thai high school students and physics teacher. Abstract ICASE Asian Symposium,28-30 November 2006,Singapore 4. Students’ Misunderstanding in using Ray Diagram in Light Refraction. Siam Physics Congress, 22 – 24 March 2007,Nakhonphratom, Thailand The preliminary reports DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY 14

16. Example of the preliminary questions DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY open Water Air Draw a ray diagram to identify the position of an apparent image of light source. 15

17. Example of the preliminary results DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY They did not consider that light should travel from the light source to their eyes. They did not consider when light passing through a different medium it would refract at the connection between media. 16

18. DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY 23. จากรูปด้านล่าง ก้อนดินน้ำมันอยู่ที่ก้นตู้ปลาที่มีน้ำใส่อยู่เกือบเต็ม 23.1) เมื่อผู้สังเกตมองก้อนดินน้ำมันเป็นมุมเอียงดังรูปด้านล่าง ผู้สังเกตควรจะเห็นภาพ ก้อนดินน้ำมันอยู่ที่ตำแหน่งใด 23.2) จงใช้หลักการหักเหของแสงวาดรังสีของแสง ( แสดงทิศทางด้วย ) เพื่อแสดงการหาตำแหน่ง (1) (2) (3) (4) (5) ของภาพที่ผู้สังเกตมองเห็นในข้อ 23.1 น้ำ อากา ศ (1) (2) (3) (4) (5)  a) ตำแหน่งที่ 1  b) ตำแหน่งที่ 2  c) ตำแหน่งที่ 3  d) ตำแหน่งที่ 4  e) ตำแหน่งที่ 5  f) ตำแหน่งเดิมที่ก้อน ดินน้ำมันอยู่ 18 The adapted conceptual test

19. Research framework Part 1: Explore students’ understanding Part 2: Design a learning unit Part 3: Evaluate a learning unit DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY 19

20. Methodology in Part 2 1. Study the previous researches 2. Survey concepts in Thai curriculum and Thai text books. 3. Interview teachers' demands and problems. 4. Choose a learning process method. 5. Develop a learning unit based on the results from part 1. 6. Teaching with the developed learning unit. DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY Inquiry 20

21. What is inquiry ? DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY Inquiry is the “set” of behaviors involved in the struggle of human beings for reasonable explanations of phenomena about which they are curious. Inquiry involves activities and skills that focus on the active search for knowledge or understanding to satisfy a curiosity. (Jarrett, 1997) 22

22. The 5E learning cycle DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY Engage Explore Explain Elaborate Evaluate 23

23. DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY Why inquiry-based learning? 21 Inquiry

24. DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY - It improves student attitude and achievement. - It facilitates student understanding. - It facilitates mathematical discovery. (Jarrett, 1997) Why inquiry-based learning? 24

25. How will inquiry-based learning be used? DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY Engage Explore Explain Elaborate Evaluate 26

26. Research framework Part 1: Explore students’ understanding Part 2: Design a learning unit Part 3: Evaluate a learning unit DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY 27

27. Methodology in Part 3 1. Pre & post - test, conceptual test Normalized Gain = (%Pre-test) – (%Post-test) (100%) - (% Pre-test) DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY 2. Formative assessment - quick quiz 3. Interview students’ idea 28

28. Expected outcomes A new learning unit on light refraction and reflection which are suitable for Thai students. A teacher guide book The conceptual test DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY Hands- on instruments 29

29. Research plan DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY 29 Jul y Aug ust Sep tem ber Octo ber

30. DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY Thank you

31. References 1. Arons, A.B.(1993).Guiding Insight and Inquiry in the Introductory Physics Laboratory.The physics teacher,31,278-282. 4. Goldberg, F., & McDermott, L. C. (1987). An investigation of student understanding of the real image formed by a converging lens or concave mirror. American Journal of Physics, 55, 108-119. 3. Goldberg, F., & McDermott, L. C. (1986). Student difficulties in understanding image formation by a plane mirror. The Physics Teacher,24, 472-480. DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY 2. Chin Chen, et al.(2002). Developing a Two- Tier diagnostic Instrument to Assess High School Students’ Understanding – The Formation of images by Plane Mirror. Pro.Natl.Sci.counc. ROC(D),12,106-121 5. Jarrett, D.(1997). Inquiry Strategies for Science and Mathematics Learning. Science and Mathematics Education,May. 30

32. References 6. McDermott, L. C. (1975). Improving High School Physics Teacher Preparation. The Physics Teacher 13, 523-529. DEPARTMENT OF PHYSICS FACULTY OF SCIENCE MAHIDOL UNIVERSITY INSTITUTE FOR INNOVATION AND DEVELOPMENT OF LEARNING PROCESS MAHIDOL UNIVERSITY 7. McDermott, L. C. et al. (2000). Preparing teachers physics and physical science by inquiry. Physics Education, 35(6), 411-416. 8. Rice, K.,& Feher, E.(1988). Shadows and anti-images: children’s conception of light and vision II. Science Education, 72, 637-649. 9. Saxena, A. B. (1991). The understanding of properties of light by students in India. International Journal of Science Education, 13, 283-290. 31