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Relationship of college student characteristics and inquiry-based geometrical optics instruction to knowledge of image formation with light-ray tracing

Isik, Hakan
http://rave.ohiolink.edu/etdc/view?acc_num=osu1201718813

Abstract Details

2008, Doctor of Philosophy, Ohio State University, Educational Studies: Hums, Science, Tech and Voc.
This study is premised on the fact that student conceptions of optics appear to be unrelated to student characteristics of gender, age, years since high school graduation, or previous academic experiences. This study investigated the relationships between student characteristics and student performance on image formation test items and the changes in student conceptions of optics after an introductory inquiry-based physics course. Data were collected with the Test of Image Formation with Light-Ray Tracing and the Student Survey from 39-college students participating in an inquiry-based geometrical optics course. Total scale and subscale scores representing the optics instrument content were derived from student pretest and posttest responses. The types of knowledge needed to answer each optics item correctly were categorized as situational, conceptual, procedural, and strategic knowledge and were associated with student correct and incorrect responses to each item to explain the existence and changes in student scientific and naïve conceptions. Correlation and stepwise multiple regression analyses showed that (a) student experience with calculus was a significant predictor of student performance on the total scale as well as on the refraction subscale, (b) a combination of student age and previous academic experience with precalculus was a significant predictor of student performance on the pretest pinhole subscale, (c) student characteristic of years since high school graduation was a significant predictor of the gain in student scores on pinhole and plane-mirror items from the pretest to the posttest with those students who were most recent graduates from high school doing better. Multivariate and univariate analyses of variance showed that (a) statistically significant mean gains between total scores as well as between various individual pinhole items and (b) no significant changes for individual plane-mirror items from pretest to posttest. Results revealed that there was a perceivable relationship between student optics-content knowledge and the types of knowledge required by items. At the pretest, the greatest selection of wrong responses was for items requiring situational type of knowledge and the fewest selection of wrong responses was for items requiring procedural type of knowledge.
Arthur White (Advisor)
216 p.
Education, Sciences
Learning light and optics; light-ray tracing; naive optics conceptions; relationship of student characteristics to knowledge of image formation; types of knowledge.

Recommended Citations

Citations

  • Isik, H. (2008). Relationship of college student characteristics and inquiry-based geometrical optics instruction to knowledge of image formation with light-ray tracing [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1201718813

    APA Style (7th edition)

  • Isik, Hakan. Relationship of college student characteristics and inquiry-based geometrical optics instruction to knowledge of image formation with light-ray tracing. 2008. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1201718813.

    MLA Style (8th edition)

  • Isik, Hakan. "Relationship of college student characteristics and inquiry-based geometrical optics instruction to knowledge of image formation with light-ray tracing." Doctoral dissertation, Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1201718813

    Chicago Manual of Style (17th edition)

osu1201718813
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© 2008, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.