Abstract
Students' conceptions of how objects are seen directly, and in mirrors, were explored in an analysis of their written and drawn responses to common visual phenomena depicted in cartoons with brief text. Students in Grades K-10 (n=214) completed a questionnaire and some were interviewed. Evidence was sought to support an hypothesis for increasingly sophisticated responses related to the concepts of sight, light, reflection and image. The developmental model used in this analysis was the updated SOLO Taxonomy (Biggs & Collis, 1991; Collis & Biggs 1991). It appears from the results that different modes of functioning can interfere to produce factually incorrect recollections of experience particularly in the age group 7 to 13 years approximately. Also, this is associated with the common spurious conception that mirrors have a lateral inversion property. Explanations involving light were extremely rare and its role related to the production of an image ‘in the mirror’ but not to the perception of an image in the eyes.
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Specializations: science education, students' understandings of phenomena in science.
Specializations: cognitive development, evaluation, mathematics and science education.
Specializations: mathematics education, students' understanding of chance and data concepts.
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Jones, B., Collis, K., Watson, J. et al. Images in mirrors: Recollections, alternative explanations and modes of cognitive functioning. Research in Science Education 24, 191–200 (1994). https://doi.org/10.1007/BF02356344
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DOI: https://doi.org/10.1007/BF02356344