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Designing an instructional module to teach light diffraction by a grating to secondary students applying a STEM-integrated approach
Physics Education Pub Date : 2021-05-07 , DOI: 10.1088/1361-6552/abf69a
Itsarapong Chuasontia , Tanita Sirirat

This research aimed to design an instructional module to teach light diffraction by a grating to secondary students applying a science, technology, engineering, and mathematics (STEM)-integrated approach. Based on this approach, instructional management integrated the disciplines of physics and mathematics with engineering design process principles, while information searches, assessment, and evaluation drew on technology. The module involved working out a solution to the real-world scientific problem of constructing a spectroscope in the environment of cooperative learning. Upon completion of the module, the students were expected to demonstrate a thorough understanding of light diffraction by the grating as well as problem-solving skills. To evaluate its effectiveness, the module was trialed on thirty 11th grade students in a Thai school in Pathum Thani, Thailand. The findings revealed that the implementation of the module enabled the students to achieve a statistically higher post-test score than that for the pre-test at the significance level of 0.05. As a result of the module, the students also exhibited a high level of academic development, as indicated by the class normalized gain of 0.82. Finally, the module was perceived by the students as being suitable for their level, offering them a chance to apply classroom knowledge to authentic problems and hence accumulating their hands-on experience, enhancing their problem-solving skills through the application of the engineering design process, and improving their team-working ability.



中文翻译:

设计一个教学模块,通过光栅向中学生应用 STEM 集成方法教授光衍射

本研究旨在设计一个教学模块,通过光栅向中学生应用科学、技术、工程和数学 (STEM) 集成方法教授光衍射。基于这种方法,教学管理将物理和数学学科与工程设计过程原则相结合,而信息搜索、评估和评估则借鉴了技术。该模块涉及解决在合作学习环境中构建光谱仪的现实世界科学问题。完成该模块后,学生将展示对光栅光衍射的透彻理解以及解决问题的能力。为了评估其有效性,该模块在泰国巴吞他尼府的一所泰国学校的 30 名 11 年级学生中进行了试用。研究结果表明,该模块的实施使学生在 0.05 的显着性水平上获得了比前测更高的后测分数。作为该模块的结果,学生们还表现出高水平的学术发展,如班级标准化增益 0.82 所示。最后,该模块被学生认为适合他们的水平,让他们有机会将课堂知识应用于真实的问题,从而积累他们的实践经验,通过工程设计过程的应用提高他们解决问题的能力,并提高他们的团队合作能力。研究结果表明,该模块的实施使学生在 0.05 的显着性水平上获得了比前测更高的后测分数。作为该模块的结果,学生们还表现出高水平的学术发展,如班级标准化增益 0.82 所示。最后,该模块被学生认为适合他们的水平,让他们有机会将课堂知识应用于真实的问题,从而积累他们的实践经验,通过工程设计过程的应用提高他们解决问题的能力,并提高他们的团队合作能力。研究结果表明,该模块的实施使学生在 0.05 的显着性水平上获得了比前测更高的后测分数。作为该模块的结果,学生们还表现出高水平的学术发展,如班级标准化增益 0.82 所示。最后,该模块被学生认为适合他们的水平,让他们有机会将课堂知识应用于真实的问题,从而积累他们的实践经验,通过工程设计过程的应用提高他们解决问题的能力,并提高他们的团队合作能力。学生还表现出高水平的学术发展,这从班级标准化增益 0.82 可以看出。最后,该模块被学生认为适合他们的水平,让他们有机会将课堂知识应用于真实的问题,从而积累他们的实践经验,通过工程设计过程的应用提高他们解决问题的能力,并提高他们的团队合作能力。学生还表现出高水平的学术发展,这从班级标准化增益 0.82 可以看出。最后,该模块被学生认为适合他们的水平,让他们有机会将课堂知识应用于真实的问题,从而积累他们的实践经验,通过工程设计过程的应用提高他们解决问题的能力,并提高他们的团队合作能力。

更新日期:2021-05-07
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