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Introduction to semiconductor physics in secondary education: evaluation of a teaching sequence

[journal article]

García-Carmona, Antonio; Criado, Ana Maria

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Please use the following Persistent Identifier (PID) to cite this document:http://nbn-resolving.de/urn:nbn:de:0168-ssoar-198063

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Abstract This article presents a didactic proposal oriented to teaching notions of semiconductor physics in Secondary Education [SE]. The methods and the results of a pilot study designed to analyze the effectiveness of a teaching sequence on the topic are also described. The subjects were 60 students, aged 14–15 years, of a secondary school in Seville [Spain]. The levels of knowledge acquired by the students were evaluated by means of a test and personal interviews, which we also used to detect the most frequent obstacles they encountered against learning. Also, we employed personal interviews and analysis of the students' notebooks to evaluate (a) their attitudes towards semiconductor physics and its learning, and (b) the degree to which the teaching sequence fosters cooperative learning and the self-regulation of learning. The results indicated that the students in general acquired (1) ideas and reasoning in the appropriate line, although with some mistakes or inaccuracies with respect to scientific conceptions, and (2) positive attitudes towards the learning of semiconductor physics, with a high degree of motivation during the teaching-learning process. The conclusion is that it is possible to initiate teaching the basic notions of semiconductor physics in SE, although it is necessary to continue going deeper into the topic with new research. As a proposal for improvement in future actions, we formulate new objectives oriented at overcoming the students' commonest obstacles against learning with respect to the topic.
Keywords evaluation
Classification Curriculum, Teaching, Didactics
Free Keywords classroom; secondary school; physics education; learning activities; misconception; semiconductor physics; teaching sequence
Publication Year 2009
Page/Pages p. 2205-2245
Journal International Journal of Science Education, 31 (2009) 16
DOI http://dx.doi.org/10.1080/09500690802272074
Status Postprint; peer reviewed
Licence PEER Licence Agreement (applicable only to documents from PEER project)