This research project investigates the impact that social-teaching mediation
has in conceptual change concerning the idea of light among grade 8 students in
Greece. In order to challenge these misconceptions in this regard an intervention was
realized with one of the two groups of 13-14 years old children. The experimental group
participated in a teaching process which aimed to lead pupils to cognitive
reconstruction based at the social marking concept of “light travel”; the control group
followed traditional teaching methods based to the curriculum. In all tasks that were
studied the difference between pre-test and post-test was significant: the experimental
group was able to explain the light as an entity.
University of Patras
