Abstract:

How we see objects has been a question that humanity has wondered about since ancient times. Ancient Greek philosophers proposed different explanations for how images are formed. These explanations can be summarized as follows: images are formed by light emitted from the eyes, light emitted from objects, or a combination of both. Today, it is known that the image of an object is formed when light from a source reflects from objects and reaches the eye. Research has shown that students hold ideas about image formation similar to those of ancient philosophers, from preschool to university level. Preschool students, in particular, often explain physical phenomena using intuitive ideas based on their everyday observations because they lack sufficient scientific knowledge.

This study investigated the effect of a one-hour conceptual change–based course on preschool students’ understanding of image formation. A single-group pretest–posttest quasi-experimental design was used. According to conceptual change theory, learning is a process in which students question their existing ideas and reconstruct them into scientific knowledge through conceptual conflict. For this teaching approach, it is important to reveal students’ misconceptions and demonstrate that scientific knowledge is more effective in solving problems than their existing ideas. In this study, a concept cartoon widely used in the literature was employed to elicit students’ misconceptions. With this concept cartoon, different ideas about whether a white cat or its eyes can be seen in a completely dark room were presented for discussion. The STEM-based DarkBox teaching tool, developed by the researchers to provide a light-isolated observation environment, was used to create conceptual conflict and support the construction of scientific knowledge about image formation. A light source was placed inside the DarkBox. The image of a white wooden cat, whose eyes were made of yellow reflective tape, was examined in the DarkBox. Data were collected through focus group discussions.

The research findings showed that before the course, half of the students (3/6) explained image formation in the DarkBox using scientifically incorrect ideas, and none of the students (0/6) correctly explained the reasons for their ideas. After the course, most students (5/6) explained the phenomenon using scientific knowledge and provided scientifically correct explanations for their ideas. According to the research findings, teaching based on conceptual change theory supported by concept cartoons and a specially designed STEM-based teaching tool improved early childhood students’ understanding of optics concepts.

Keywords:

Conceptual change, concept cartoons, STEM, DarkBox teaching tool, preschool education, optics learning.