Evolution of Students‟ Ideas on Screen Illumination by an Extended Light Source

This is a qualitative research where a case study of three student participants in an inquiry-based Physics course was used. The main purpose of this study was to investigate the college students’ evolution of ideas about light in a Physics classroom using Constructing Physics Understanding (CPU) materials, an inquiry-based instructional approach. The student participants’ initial ideas on how light leaves and travels from an extended light source and illuminates the screen were documented using transcripts of videotaped small group discussions, daily learning journal, interview transcripts and worksheets’ responses. Aside from these, participant observations were used where the researcher also acted as the Physics teacher facilitator. Findings revealed that the Constructing Physics Understanding (CPU) materials and its learning strategies provided a learning environment where student participants developed the scientific ideas on light. The small group discussions enhanced meta-cognitive awareness of student participants’ own conceptions where they appreciated other ideas and at the same time reflected their own learning. Awareness of their own learning was developed among the student participants.

Keywords – case study, CPU materials, inquiry-based instructional approach, metacognitive awareness