Abstract
Experimentation in physics and engineering is undeniably vital for improving the understanding of physical laws and engaging students in the scientific process. Following the guidelines established by the American Association of Physics Teachers, the objectives of introducing students to the physics laboratory include teaching them the art of experimentation, fostering analytical and experimental skills, developing conceptual knowledge, establishing the foundations of physics knowledge, and cultivating collaborative learning abilities. This study aims to demonstrate the implementation of a light laboratory designed for K-5 and K-6 students, as well as educators. A part of the laboratory materials was presented to science teachers through a Massive Open Online Course (MOOC). The findings from both laboratories are evaluated based on the comprehension of fundamental laws of light by teachers and students. The educators who participated in the course implemented the experiments in their classrooms and introduced their students to the culture of experimental physics. This research suggests that the educational process of designing an online course on the topic of light can offer original experimental and educational ideas to science teachers, which can be readily tested in classrooms and shared within the broader Physics and Engineering Education community. Specifically, the objective of this study was to assess the feasibility of incorporating innovative learning approaches, such as hands-on experimental teaching using the learning-by-doing method, across essential curricular areas. The students who participated in the online lab gained a deep understanding of the concepts taught in light and optics and were able to successfully apply these concepts.
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Acknowledgment
National and Kapodistrian University of Athens (Special Account for Research Grands) is kindly thanked for funding this work. The authors express their gratitude for the support provided by Mathesis (FORTHE) and Perimeter Institute for Theoretical Physics. Special thanks are also due to Greg Dick (Perimeter Institute), E. Nistazakis (NKUA) and S. Trachanas (Mathesis-FORTHE) for their support in this work. The realization of this online course was solely enabled by the invaluable financial support from the Bodosakis Foundation and the Stavros Niarchos Foundation.
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Nantsou, T.P., Kapotis, E., Tombras, G.S. (2024). Learning-by-Doing as a Method for Teaching the Fundamentals of Light to Physics Educators and Students Online. In: Auer, M.E., Cukierman, U.R., Vendrell Vidal, E., Tovar Caro, E. (eds) Towards a Hybrid, Flexible and Socially Engaged Higher Education. ICL 2023. Lecture Notes in Networks and Systems, vol 899. Springer, Cham. https://doi.org/10.1007/978-3-031-51979-6_6
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DOI: https://doi.org/10.1007/978-3-031-51979-6_6
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