January 02, 2020 Filed in: Articles
Vice President of Teaching and Learning, Ontario Association of Physics Teachers
Department Head of Science, Assumption College Catholic High School
This article is the first in a two-part series surrounding the development of an inquiry-based optics unit for grade 10 Science. The focus of this first article is to provide the reasoning why inquiry-based optics is needed in Science 10 and some of the important ideas that I introduce to help battle the preconceptions students hold.
I taught Science 10 for the first time in a while last year, and I have it again this year (by request). After changing the way I taught Physics 11 and 12 to a more inquiry-based style, I decided to do something similar with Science 10. This in turn led me down a path towards more effectively introducing optics to my students. In speaking with other teachers, I quickly found that the simplicity of the mathematics in the optics unit can often mask serious conceptual difficulties. I began to look at what Physics Education Research had to say about the common conceptual misunderstandings and came across the following series of questions asked by Goldberg and McDermott in their 1987 paper . Read More...