Concept Mapping as an Instrument for Evaluating an Instruction Unit on Holography (Concept Maps als Evaluierungsinstrumente einer Unterrichtseinheit zur Holographie)

Abstract

Due to its amazing three-dimensional effects, holography is a very motivating, yet very demanding subject for physics classes at the upper level in school. For this reason an instruction unit on holography that supplement holographic experiments with computer-supported work sessions and a simulation program was developed. The effects of the lessons on holography were determined by a pre-post-test design. In addition to videotaping the lessons, knowledge and motivational tests as well as student interviews, students were asked to prepare concept maps, which were used to track processes of model construction. The way this knowledge was applied largely depends on the students' understanding of models. In particular it was shown that the participating students' demonstrated capacity for distinguishing between the different models of light is of great importance. Only students with a developed capacity for distinguishing between models are able to reason in an problem-oriented manner. They recognize the limits of models and are not only able to specifically designate changes from models and levels of models, but also to apply these in a physically correct manner.