Physical Optics learning from laboratory work

Abstract

Science education research suggests that students have learning difficulties in physics content when experimental laboratory work
cannot be implemented. In applied areas, such as Optics, it is often necessary to form a deep comprehension encompassing both
theory and application. In this paper we integrate laboratory activities into a traditional university Physics course with the aim of helping students make connections between theoretical Optics concepts and their implementation/application in the laboratory. Students regularized the subject during the stage of the covid-19 pandemic by completing the course virtually and resorting to the use of virtual and remote laboratories that were available at that time. In this non-face-to-face education period, many of them showed a lack of motivation to learn and study, so once the emergency situation was over, we sought to highlight the understanding of the concepts of Physical Optics, as a revision instance before the final exam. In a workshop modality, we designed a protocol that proposed elaborating conceptual explanations, carrying out theoretical calculations and developing experimental tasks. Initial diagnostic activities revealed difficulties in students' conceptualization and procedural skills. At the end of the workshop, a better conceptual understanding of issues such as interference, diffraction and polarization of light, development of work habits in the laboratory and greater students involvement in their learning processes was evidenced.