The Impact of an Interactive Ray Diagram Teaching Module in Enhancing Grade 11 Learners’ Conceptual Understanding of Image Formation in a Plane Mirror
MERLIN JOHN 1 * , Jacob Maisha Molepo 2, Max Chirwa 2
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1 WALTER SISULU UNIVERSITY, SOUTH AFRICA
2 Walter Sisulu University, South Africa
* Corresponding Author

Abstract

Background:
This paper reports on one part of a larger study which aimed at testing the effectiveness of an interactive optics teaching module in enhancing Grade 11 learners’ conceptual understanding of reflection. The focus of this paper is to evaluate the effectiveness of a part of the interactive optics teaching module in enhancing learners’ conceptual understanding about the characteristics of the image formed in a plane mirror.

Materials and methods:
The sample consisted of 70 learners, selected from one school in the Eastern Cape Province in South Africa. Within the quasi-experimental design, the data were collected from four relevant questions of the questionnaire (designed for the larger study).

Results:
Findings indicated that the designed teaching module was effective in enhancing learners’ understanding of image formation by a plane mirror.

Conclusions:
A teaching approach which included the ray diagram approach as in the present study could not be located in any of the previous studies. The sequentially-arranged questions designed to create cognitive conflict led the learners to create a stronger conceptual understanding of the characteristics of the image formed in a plane mirror.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2015.1406a

EURASIA J Math Sci Tech Ed, 2016 - Volume 12 Issue 3, pp. 637-653

Publication date: 01 Jul 2016

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