methodological tool of how physics makes use of indirect measures based on energy
in order to validate models.
OS is one of the main investigative tool in physics based on light–matter
interaction and it is important on different plans: (a) it represents an epistemological
contribution to physical culture (it is a bridge between classical and modern physics,
it is a context in which the role of energy in physical investigation can be addressed,
it represents a validation modality of interpretative micro and macro models through
indirect measures); (b) it contributes on education on different plans (to build a
coherent frames in the study of optics, to the conceptual basis of modern physics, to
link instruments and methods linking experiment and theories); (c) it represents a
socio-technological relevant contribution to various applications. The topic of
atomic spectra in particular represents a fertile area to study some quantum concepts
that students tend to form: the correct interpretation of atomic spectra requires a
correct understanding of the quantized nature of light, of the quantized energy
structure of matter as well as the way they interact.
We designed an educational path on optical spectroscopy for upper secondary
school students, in which students are directly involved in experimental studies and
interpretations founding the methodological basis of approaching microscopic phenomena related to light–matter interaction, in particular to gain a functional understanding of the conceptual link between discrete energy levels in atoms and discrete
light emissions from atom themselves.
The educational path proposal is organized in a coherent teaching/learning
flexible sequence studied to overcome the evidenced-in-literature conceptual
knots, here described and commented.
History of physics has been used as an educational resource for developing the
path: its role is not merely reduced to storytelling, but rather the history served as
supporting the addressed concepts (Buongiorno and Michelini 2017).
19.2 The Research Perspective
The educational approach to teaching/learning OS, as well as to every topic that has
to be addressed with a research approach in physics education, implies a reconstruction of the disciplinary contents from an educational point of view and an analysis of
the most recurring conceptual knots (i.e. learning difficulties or spontaneous ideas)
evidenced by students, as well as the main interpretative problems encountered by
physicists themselves in the history of science development. The founding elements
of the topic are selected in order to provide the designing of the educational proposal
in the theoretical framework of the Model of Educational Reconstruction (MER)
(Duit et al. 2005; Duit et al. 2012). The preliminary study of the literature, despite not
very wide, evidenced some recurring learning difficulties related to spectra in
secondary school and university students, mainly concerning the conceptual link
between spectral lines and atomic levels and the experimental conditions causing the
formation of atomic spectra. In particular, students read in a discrete spectrum
240
D. Buongiorno and M. Michelini
in order to validate models.
OS is one of the main investigative tool in physics based on light–matter
interaction and it is important on different plans: (a) it represents an epistemological
contribution to physical culture (it is a bridge between classical and modern physics,
it is a context in which the role of energy in physical investigation can be addressed,
it represents a validation modality of interpretative micro and macro models through
indirect measures); (b) it contributes on education on different plans (to build a
coherent frames in the study of optics, to the conceptual basis of modern physics, to
link instruments and methods linking experiment and theories); (c) it represents a
socio-technological relevant contribution to various applications. The topic of
atomic spectra in particular represents a fertile area to study some quantum concepts
that students tend to form: the correct interpretation of atomic spectra requires a
correct understanding of the quantized nature of light, of the quantized energy
structure of matter as well as the way they interact.
We designed an educational path on optical spectroscopy for upper secondary
school students, in which students are directly involved in experimental studies and
interpretations founding the methodological basis of approaching microscopic phenomena related to light–matter interaction, in particular to gain a functional understanding of the conceptual link between discrete energy levels in atoms and discrete
light emissions from atom themselves.
The educational path proposal is organized in a coherent teaching/learning
flexible sequence studied to overcome the evidenced-in-literature conceptual
knots, here described and commented.
History of physics has been used as an educational resource for developing the
path: its role is not merely reduced to storytelling, but rather the history served as
supporting the addressed concepts (Buongiorno and Michelini 2017).
19.2 The Research Perspective
The educational approach to teaching/learning OS, as well as to every topic that has
to be addressed with a research approach in physics education, implies a reconstruction of the disciplinary contents from an educational point of view and an analysis of
the most recurring conceptual knots (i.e. learning difficulties or spontaneous ideas)
evidenced by students, as well as the main interpretative problems encountered by
physicists themselves in the history of science development. The founding elements
of the topic are selected in order to provide the designing of the educational proposal
in the theoretical framework of the Model of Educational Reconstruction (MER)
(Duit et al. 2005; Duit et al. 2012). The preliminary study of the literature, despite not
very wide, evidenced some recurring learning difficulties related to spectra in
secondary school and university students, mainly concerning the conceptual link
between spectral lines and atomic levels and the experimental conditions causing the
formation of atomic spectra. In particular, students read in a discrete spectrum
240
D. Buongiorno and M. Michelini