Hostname: page-component-7c8c6479df-27gpq Total loading time: 0 Render date: 2024-03-28T17:22:35.706Z Has data issue: false hasContentIssue false

Physical Physics – Learning and Assessing Light Concepts in a novel way

Published online by Cambridge University Press:  10 November 2017

Yvonne Kavanagh*
Affiliation:
Computing & Networking Department, Faculty of Science, Institute of Technology Carlow, Carlow, Ireland
Damien Raftery
Affiliation:
Teaching & Learning Centre, Institute of Technology, Carlow, Carlow, Ireland
Get access

Abstract

Physics forms a core subject on any Materials Science and Engineering programme. In order to engage first year undergraduate students in the formal education environment, motivating the students is fundamental to ensuring their success. This qualitative study focuses on the use of technology to assess a student’s comprehension of fundamental light phenomena. A knowledge of light phenomena is essential in Materials Science, for the characterization of materials, where electromagnetic (EM) radiation is used as an analytical tool. Using visible light, students can easily see what is happening and when they have to capture digital evidence of the phenomena they focus on the event.

Physical Physics a structured guided approach which initially leads the students through the theory and problem solving. It provides the knowledge scaffold the students require to allow them to use their individual creativity to express their understanding. In this case, understanding is captured and assessed by the production of a portfolio of original photographs of Light phenomena taken by the student.

In addition to a traditional lecture exposition, Physical Physics takes an active learning approach with authentic assessment designed for deep learning. Students learn about relevant light phenomena in the familiar landscape of their world. The assessment provides opportunities for choice, creativity and reflection. It fosters students’ interest to encourage intrinsic motivation and engagement.

This approach has been successfully piloted with first year undergraduate students. Samples of the students’ work is shown. The students interviewed reveal how this approach enhanced their understanding of these Light concepts and changed their perceptions of studying Physics in general.

Keywords

Type
Articles
Copyright
Copyright © Materials Research Society 2017 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Abrahams, I., Reiss, M., & Sharpe, RM, Studies in Science Education, 49 (2), 209251 (2013)Google Scholar
Taasoobshirazi, G., Farley, J., Learning and Individual Differences, 24, 5362 (2013)Google Scholar
P. Ramsden Learning to teach in higher education, (London: Routledge.1992), p210 (1992)Google Scholar
Biggs, J., Higher Education Research & Development, 31(1), 3955 (2012)Google Scholar
Nicol, D., (2007) Keynote Paper, Principles and good Assessment Feedback: Theory and Practise, Assessment design for learner responsibility 29-31 May 07 http://www.reap.ac.uk Google Scholar
Kavanagh, Y, O’Hara, N., Palmer, R., Lowe, P. and Raftery, D., MRS Advances,1, 17. (2017)Google Scholar