Supporting students’ conceptual development of light refraction by simulation-based open inquiry with dual-situated learning model

Abstract

Although light is an everyday phenomenon that we constantly observe, a numerous researches have reported that students often displayed learning difficulties and hold unscientific understanding on physics concepts of light wave. To address the situation, inquiry-based learning process with a support of computer simulation has been proved its benefits on development of student’s conceptual learning in science. This paper presents the effects of simulation-based open inquiry with dual-situated learning model on forty 11th grade students' conceptual understanding of light refraction phenomena and change of their conceptions through mixed research methodology. The concurrent mixed methods strategy of one-group pre-, post-, and retention-quasi-experimental design and phenomenological research design was used in this study. The result showed that the students’ conceptual understanding scores for pre-, post-, and retention tests were significantly different and their understanding could be improved after participating with the learning program, which is consistent with a result regarding the quantity of conceptual change. The evidence also indicated that mechanism of conceptual change induced the students’ progression of scientific conceptual understanding of light refraction. Moreover, the result revealed that the later scientific understanding obtained after the participation was preserved within the students’ cognitive structure of conceptual knowledge. This finding suggests that the learning program of simulation-based open inquiry with dual-situated learning model could be used to support a more meaningful learning in science concepts through the process of conceptual change.