finally the opportunities offered by computer online sensors and modelling (Hirata
1998; Mayes and Melton 1994; Hinrichsen 2001; Chauvat et al. 2003; Grove 2003).
The approach followed in the present research adopts an inquiry-based learning
strategy, similar to that suggested by McDermott group (McDermott 1991;
McDermott et al. 2012), emphasizing the opportunity offered by online sensors
and computer modelling to grasp the learning difficulties discussed, to construct the
phenomenological laws of diffraction as bridge toward an interpretation based on a
wave model (Corni et al. 1993; Michelini et al. 2004, 2014).
The research questions here focused are the following:
RQ1: What are the students’ models activated by the exploration of diffraction
phenomena?
RQ2a: How they represent the diffraction distribution before and after performing a
quantitative experiment?
RQ2b: Which kind of model underlay these representations?
RQ3a: Which conceptions they have of order of interference, superposition, sum of
waves?
RQ3b: How affects these conceptions the construction of a wave model on diffraction and on the wave behaviour of light?
18.3 Instruments and Methods
To answer these research questions, a study was conducted on high school students
involved in educational laboratories of operative exploration (Michelini 2006),
following with students a research-based educational approach developed in previous works (Corni et al. 1993; Michelini et al. 2004, 2014), aimed to get students
familiar with physical optics and to gain in modelling construction. The path was
adapted to the specific contexts according to a project shared between university
researchers and schoolteachers. This approach was implemented in educational
laboratories providing two main stages, described in the following.
18.3.1 Conceptual Lab of Operative Exploration (CLOE)
on Physical Optics
The first stage occurred at the University of Udine and involved the students in a
Conceptual Laboratory of Operative Exploration (CLOE) (Michelini 2006) on light
diffraction. They explored the diffraction pattern produced by a laser light passing
through a single slit, following the stimuli of an Inquiry-Based Learning
(McDermott 1991; McDermott et al. 2012) open tutorial (Michelini et al. 2014),
promoting a PEC Strategy (Theodorakakos and Psillos 2010). Students in little
groups explored first (15 min) the phenomenology of diffraction, to recognize
18 Student Learning Paths from Exploration of Optical Diffraction with Online. . .
225
1998; Mayes and Melton 1994; Hinrichsen 2001; Chauvat et al. 2003; Grove 2003).
The approach followed in the present research adopts an inquiry-based learning
strategy, similar to that suggested by McDermott group (McDermott 1991;
McDermott et al. 2012), emphasizing the opportunity offered by online sensors
and computer modelling to grasp the learning difficulties discussed, to construct the
phenomenological laws of diffraction as bridge toward an interpretation based on a
wave model (Corni et al. 1993; Michelini et al. 2004, 2014).
The research questions here focused are the following:
RQ1: What are the students’ models activated by the exploration of diffraction
phenomena?
RQ2a: How they represent the diffraction distribution before and after performing a
quantitative experiment?
RQ2b: Which kind of model underlay these representations?
RQ3a: Which conceptions they have of order of interference, superposition, sum of
waves?
RQ3b: How affects these conceptions the construction of a wave model on diffraction and on the wave behaviour of light?
18.3 Instruments and Methods
To answer these research questions, a study was conducted on high school students
involved in educational laboratories of operative exploration (Michelini 2006),
following with students a research-based educational approach developed in previous works (Corni et al. 1993; Michelini et al. 2004, 2014), aimed to get students
familiar with physical optics and to gain in modelling construction. The path was
adapted to the specific contexts according to a project shared between university
researchers and schoolteachers. This approach was implemented in educational
laboratories providing two main stages, described in the following.
18.3.1 Conceptual Lab of Operative Exploration (CLOE)
on Physical Optics
The first stage occurred at the University of Udine and involved the students in a
Conceptual Laboratory of Operative Exploration (CLOE) (Michelini 2006) on light
diffraction. They explored the diffraction pattern produced by a laser light passing
through a single slit, following the stimuli of an Inquiry-Based Learning
(McDermott 1991; McDermott et al. 2012) open tutorial (Michelini et al. 2014),
promoting a PEC Strategy (Theodorakakos and Psillos 2010). Students in little
groups explored first (15 min) the phenomenology of diffraction, to recognize
18 Student Learning Paths from Exploration of Optical Diffraction with Online. . .
225