19.4 Conclusions
The theoretical framework of the Model of Educational Reconstruction guided the
design of the educational path from a research perspective on optical spectroscopy
for upper secondary school students. Strategies as inquiry-based learning, experimental activities performed by students themselves and using the history of physics
in supporting the concepts, helped in overcoming the main conceptual knots.
Different versions of the educational path have been experimented in different
contexts according with a Design-Based Research approach to study how to overcome the main learning difficulties evidenced in the literature. The general structure
here described may represent the basis for a coherent path overcoming the following
difficulties: as the role of e spectroscope in generating and detecting a spectra, the
non-distinction between a diffraction pattern (intensity distribution) and a spectrum
(energy distribution), difficulties related to linking spectral lines and energy levels,
that can be caused by erroneous models, or vice versa. Moreover, it emerges the need
of clarifying strengths and weakness of different models (orbit, orbital, energy states,
etc.) considering not only the specific case of the hydrogen atom, in which the
correspondence between orbits and levels is direct, but misleading, but also more
general cases.
Acknowledgements Authors are grateful to the PLS Italian Plan for the approval of the project and
for the opportunities to implement the path in 24 secondary schools.
References
Anderson T, Shattuck J (2012) Design-based research: a decade of progress in education research?
Educ Res 41(1):16–25
Bardar EM, Prather EE, Brecher K, Slater TS (2006) The need for a light and spectroscopy concept
inventory for assessing innovations in introductory astronomy survey courses. Astron Educ Rev
4(2):20
Bartolini Bussi MG, Mariotti MA (1999) Semiotic mediation: from history to mathematics classroom. Learn Math 19(2):27–35
Buongiorno D, Michelini M (2017) The conceptual contribution of the history in learning physics:
the case of optical spectroscopy. In: Proceedings of SISFA2017, Bari, Sept 26–29
Collins A, Joseph D, Bielaczyc K (2004) Design research: theoretical and methodological issues. J
Learn Sci 13(1):15–42
DBR Collective (2003) Design-based research: an emerging paradigm for educational inquiry.
Educ Res 32(1):5–8
Duit R, Gropengießer H, Kattmann U (2005) Towards science education research that is relevant for
improving practice: the model of educational reconstruction. In: Fischer HE (ed) Developing
standards in research on science education. London, Taylor & Francis, pp 1–9
Duit R, Gropengießer H, Kattmann U, Komorek M, Parchmann I (2012) The model of educational
reconstruction – a framework for improving teaching and learning science. In: Jorde D, Dillon J
(eds) Science education research and practice in Europe. Rotterdam, Sense Publishers, pp 13–37
Einstein A (1917) On the quantum theory of radiation. Phys Z 18:121
19 Research-Based Path Proposal on Optical Spectroscopy in Secondary School
249
The theoretical framework of the Model of Educational Reconstruction guided the
design of the educational path from a research perspective on optical spectroscopy
for upper secondary school students. Strategies as inquiry-based learning, experimental activities performed by students themselves and using the history of physics
in supporting the concepts, helped in overcoming the main conceptual knots.
Different versions of the educational path have been experimented in different
contexts according with a Design-Based Research approach to study how to overcome the main learning difficulties evidenced in the literature. The general structure
here described may represent the basis for a coherent path overcoming the following
difficulties: as the role of e spectroscope in generating and detecting a spectra, the
non-distinction between a diffraction pattern (intensity distribution) and a spectrum
(energy distribution), difficulties related to linking spectral lines and energy levels,
that can be caused by erroneous models, or vice versa. Moreover, it emerges the need
of clarifying strengths and weakness of different models (orbit, orbital, energy states,
etc.) considering not only the specific case of the hydrogen atom, in which the
correspondence between orbits and levels is direct, but misleading, but also more
general cases.
Acknowledgements Authors are grateful to the PLS Italian Plan for the approval of the project and
for the opportunities to implement the path in 24 secondary schools.
References
Anderson T, Shattuck J (2012) Design-based research: a decade of progress in education research?
Educ Res 41(1):16–25
Bardar EM, Prather EE, Brecher K, Slater TS (2006) The need for a light and spectroscopy concept
inventory for assessing innovations in introductory astronomy survey courses. Astron Educ Rev
4(2):20
Bartolini Bussi MG, Mariotti MA (1999) Semiotic mediation: from history to mathematics classroom. Learn Math 19(2):27–35
Buongiorno D, Michelini M (2017) The conceptual contribution of the history in learning physics:
the case of optical spectroscopy. In: Proceedings of SISFA2017, Bari, Sept 26–29
Collins A, Joseph D, Bielaczyc K (2004) Design research: theoretical and methodological issues. J
Learn Sci 13(1):15–42
DBR Collective (2003) Design-based research: an emerging paradigm for educational inquiry.
Educ Res 32(1):5–8
Duit R, Gropengießer H, Kattmann U (2005) Towards science education research that is relevant for
improving practice: the model of educational reconstruction. In: Fischer HE (ed) Developing
standards in research on science education. London, Taylor & Francis, pp 1–9
Duit R, Gropengießer H, Kattmann U, Komorek M, Parchmann I (2012) The model of educational
reconstruction – a framework for improving teaching and learning science. In: Jorde D, Dillon J
(eds) Science education research and practice in Europe. Rotterdam, Sense Publishers, pp 13–37
Einstein A (1917) On the quantum theory of radiation. Phys Z 18:121
19 Research-Based Path Proposal on Optical Spectroscopy in Secondary School
249