Erin F. C. Dokter

Using misconceptions research in the design of optics instructional materials and teacher professional development programs

To create the Hands-On Optics program and its associated instructional materials, we needed to understand a number of basic optics misconceptions held by children (and adults) and how to address them through a proper educational approach. The activities have been built with an understanding of the naïve concepts many people have about light, color, and optical phenomena in general. Our own experience is that the concepts that children and adults have of light are often not that different from each other. This paper explores the most common misconceptions about light and color, according to educational research, and describes how they can be addressed in optics education programs. This understanding of misconceptions was useful as well in the professional development component of the program where educators were trained on the Hands-On Optics modules. The professional development work for the optics industry volunteers who worked with the educators was also based on research on how an optics professional can work more effectively in multi-cultural settings–an area with great applicability to industry volunteers working in the very different culture of science centers or after-school programs.

The development of formative assessment probes for optics education

Research exploring students knowledge of optics from elementary through college has revealed that many concepts can be difficult for students to grasp. This can be the case particularly with fundamental concepts, such as the nature of light, how light interacts with matter, and how light behaves in optical systems. The use of formative assessment probes (low-stakes questions posed to students before instruction or in real-time in the classroom) can inform instructors about student background knowledge, and can also be used as they progress through learning in class. By understanding what students know prior to instruction, and how well they are learning in real-time, instruction can be designed and modified in order to encourage the development of scientifically-accurate knowledge.

Teaching illumination engineering using light pollution education kits

One-third of outdoor lighting escapes unused into space, causing light pollution. Light pollution is a growing concern on many fronts: energy conservation, cost, safety, health, effects on wildlife, and our ability to view the stars. How we use illumination engineering to optimize where, when, and how light is used is of significant importance. We will discuss how NOAOs light pollution education kits are used to teach illumination engineering. In particular we will address topics associated with achieving sufficient ground coverage, color rendition, types of outdoor lighting, glare and sky glow, assessment of city lights, and task-oriented lighting.

Optics education through the Arizona Galileoscope program

The National Optical Astronomy Observatory, in collaboration with Science Foundation Arizona and the Arizona public schools, has initiated a program of optics education that has been implemented in the Arizona cities of Flagstaff, Yuma, and Safford. A program is planned for Globe, Arizona and several other locations. The program is aimed at 5th grade teachers and students. It relies on NOAO-developed optics teaching kits designed around the Galileoscope student telescope kits. The program is designed to reach every 5th grade teacher and every 5th grade student in each city. Professional development is provided for the teachers using the NOAO-developed “Teaching with Telescopes” optics teaching kits which are given to each teacher. Each 5th grade student is part of a team building a Galileoscope and receives additional training on how to use the Galileoscope during the day or night. At the end of the training period a large star party is held for all of the students, their families, and their friends. The program is evaluated through the University of Arizona. This model has been successfully implemented during the past two years and we are exploring national replication. This program provides a cost-effective way to inject optics into the schools in an attractive, citywide program model. The talk will discuss the model in detail and some of the mistakes we have made as we have tested the model.

An optics education program designed around experiments with small telescopes

The National Optical Astronomy Observatory has led the development of a new telescope kit for kids as part of a strategic plan to interest young children in science. This telescope has been assembled by tens of thousands of children nationwide, who are now using this high-quality telescope to conduct optics experiments and to make astronomical observations. The Galileoscope telescope kit and its associated educational program are an outgrowth of the NSF sponsored Hands-On Optics (HOO) project, a collaboration of the SPIE, the Optical Society of America, and NOAO. This project developed optics kits and activities for upper elementary students and has reached over 20,000 middle school kids in afterschool programs. HOO is a highly flexible educational program and was featured as an exemplary informal science program by the National Science Teachers Association. Our new Teaching with Telescopes program builds on HOO, the Galileoscope and other successful optical education projects.

Teaching adaptive optics concepts in the high school classroom using an active engagement, experimental approach

Adaptive optics is rarely mentioned in high school physics classes due to its complex nature but is a valuable way to introduce key optics concepts that have practical applications. Over the last three years, we have been developing a series of hands-on activities targeted at high school students addressing various topics in adaptive optics. Using only high school math, these activities build a conceptual understanding of the processes involved in modern adaptive optics systems. The topics include atmospheric distortion, Shack-Hartmann sensors, and flexible mirrors. We will outline the activities as well as the results of classroom testing.

The Galileoscope project: community-based technology education in Arizona

A program model has been developed and implemented over the last three years to provide a robust optical technologybased science education program to students aged 9‒11 years (5th grade), a formative time in the development of a students interest in science and engineering. We have created well-tested and evaluated teaching kits for the classroom to teach about the basics of image formation and telescopes. In addition we provide professional development to the teachers of these students on principles of optics and on using the teaching kits. The program model is to reach every teacher and every student in a number of mid-sized rural communities across the state of Arizona. The Galileoscope telescope kit is a key part of this program to explore optics and the nature of science. The program grew out of Module 3 of the NSF-Supported Hands-On Optics project (SPIE, OSA, and NOAO) and from the Science Foundation Arizonasupported Hands-On Optics Arizona program. NOAO has conducted this program in Flagstaff, Yuma, Globe, and Safford, Arizona and is being expanded to sites across the entire state of Arizona (295,254 square kilometers). We describe the educational goals, evaluations, and logistical issues connected to the program. In particular, we proposed that this model can be adapted for any rural or urban locations in order to encourage interest in science, astronomy and optics.