Problem-based structure for a teaching-learning sequence to overcome students’ difficulties when learning about atomic spectra

Please use this identifier to cite or link to this item: http://hdl.handle.net/10045/97974
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Title: Problem-based structure for a teaching-learning sequence to overcome students’ difficulties when learning about atomic spectra
Authors: Savall Alemany, Francisco | Guisasola Aranzábal, Jenaro | Rosa Cintas, Sergio | Martínez-Torregrosa, Joaquín
Research Group/s: Didáctica de las Ciencias y la Tecnología
Center, Department or Service: Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas
Keywords: Problem-based structure | Teaching-learning sequence | Atomic spectra | Quantum physics | Physics education
Knowledge Area: Didáctica de las Ciencias Experimentales
Issue Date: 24-Oct-2019
Publisher: American Physical Society
Citation: Physical Review Physics Education Research. 2019, 15: 020138. doi:10.1103/PhysRevPhysEducRes.15.020138
Abstract: Research has highlighted difficulties experienced by students when studying quantum physics in introductory courses. In this paper, we present a teaching and learning sequence (TLS) aiming at introducing a quantum model of emission and absorption of radiation and we assess its impact on the students’ learning about atomic spectra. The TLS has been designed based on the contributions from physics education research and it was implemented among high school seniors. A detailed description of the TLS is also presented accompanied by a description of how it is implemented. Based on a pre- and post-assessment questionnaire and student interviews, we conclude that students are able to successfully use the models to reason about relevant phenomena.
URI: http://hdl.handle.net/10045/97974
ISSN: 2469-9896
DOI: 10.1103/PhysRevPhysEducRes.15.020138
Language: eng
Type: info:eu-repo/semantics/article
Rights: Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.
Peer Review: si
Publisher version: https://doi.org/10.1103/PhysRevPhysEducRes.15.020138
Appears in Collections:INV - CyT-EPROBLEM - Artículos de Revistas

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