The influence of an historically oriented course on students' content knowledge in optics evaluated by means of facets-schemes analysis

We report on an experimental course in geometrical optics which heavily inc orporates historical models accounting For light, vision, optical images, a nd others. The design and contents of the course were guided by previously elicited knowledge of high school students regarding optical phenomena. We utilized the course in a year-long experiment. The content knowledge of stu dents expressed in a facets-scheme structure was compared with the same und er regular instruction. We made qualitative and quantitative assessments ba sed upon facets-scheme frequencies. Clear differences found in students' co nceptual knowledge may support the adopted rationale and teaching approach: using appropriately selected historical materials that address knowledge i ssues relevant for the students can significantly promote meaningful learni ng of the subject matter. (C) 2000 American Association of Physics Teachers .