Article

Alternative conceptions about light

This article introduces common student alternative conceptions about light based on education research.

It is important that teachers are aware of these during a sequence of lessons so students have a chance to change their thinking as the sequence progresses.

...unless we know what children think and why they think that way, we have little chance of making any impact with our teaching no matter how skilfully we proceed.

Osborne & Freyberg, 1985, p.13

Success in helping students to change their conceptions can occur as students are given a chance to:

  • identify their existing conceptions

  • reflect on their existing conceptions as they are engaged in practical activities and discussions

  • become dissatisfied with their existing conceptions as a valid way to explain their world

  • construct new meanings that make sense of their experiences and observations.

It is important that the new conceptions are “intelligent, plausible and fruitful” (Fetherstonhaugh & Treagust, 1992).

Just telling the student the correct answer will not lead to lasting change. Unless they go through the stages of identification of existing conceptions, being challenged on these through activities, discussion and reflection and having the chance to form their new conceptions, they will often revert to what they have always thought.

Published: 5 April 2012