Student recognition of interference and diffraction patterns: An eye-tracking study

Scientific paper - Original scientific paper

• Author: Ana Sušac
• Author: Maja Planinić
• Author: Andreja Bubić
• Author: Lana Ivanjek
• Author: Marijan Palmović
• Author's institution: University of Zagreb; Faculty of Science; (Department of Physics)
• Scientific / art field, discipline and subdiscipline: NATURAL SCIENCES; Physics

Abstract (english)

Previous studies have demonstrated that students have difficulties in applying the wave model of light to explain single-slit diffraction and double-slit interference patterns. In this study, we investigated if students could recognize typical interference and diffraction patterns at all. Eye movements of high-school students were measured while they were identifying patterns produced by monochromatic light on a double slit, single slit, and diffraction grating, and by white light on a diffraction grating. Most students had difficulties with recognizing double-slit interference pattern and diffraction grating pattern of monochromatic light. Identification of the single-slit diffraction pattern was easier probably due to its distinguishable central maximum. The easiest task for students was recognizing the diffraction pattern of white light on an optical grating. Eye-tracking data suggested that even students who incorrectly answered this question were aware that the diffraction grating separates white light into colors. Additionally, eye tracking revealed that students who identified patterns correctly attended more the correct pattern than other options, thus corroborating previous findings. Overall, the results indicate that the recognition of interference and diffraction patterns is quite demanding for students, suggesting that more attention should be paid to observing and understanding basic wave optics phenomena.

• Language: english
• Publication type: Scientific paper - Original scientific paper
• Publication status: Published
• Peer review: Peer review - international
• Publication version: Published version
• Journal title: Physical Review Physics Education Research
• Numbering: vol. 16, no. 2, 020133
• p-ISSN: 2469-9896
• DOI: https://doi.org/10.1103/PhysRevPhysEducRes.16.020133
• URN:NBN: urn:nbn:hr:217:610766
• Publication: 2020-11-11
• Project: Number: IP-2018-01-9085; Title (croatian): Utjecaj uključivanja istraživačkih učeničkih pokusa u srednjoškolsku nastavu fizike na razvoj znanstvenog zaključivanja i konceptualnog razumijevanja; Acronym: INVESTIGATE; Leader: doc. dr. sc. Maja Planinić; Jurisdiction: Croatia; Funding stream: IP
• Document URL: https://link.aps.org/doi/10.1103/PhysRevPhysEducRes.16.020133
• Type of resource: Text
• Access conditions: Open access
• Public note: Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI. Received 22 January 2020; accepted 15 September 2020; published 11 November 2020.
• Created on: 2020-11-27 10:01:31