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Carpentieri, M. A., Fano, G., Jurinovich, S., & Domenici, V. (2023). Introduction to Light Properties and Basic Principles of Spectroscopy at the High-School Level: A Pilot Study. Education Sciences, 13(3), 316. https://doi.org/10.3390/educsci13030316

Carpentieri, Maria Antonietta, Gioia Fano, Sandro Jurinovich, and Valentina Domenici. 2023. "Introduction to Light Properties and Basic Principles of Spectroscopy at the High-School Level: A Pilot Study" Education Sciences 13, no. 3: 316. https://doi.org/10.3390/educsci13030316

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Carpentieri MA, Fano G, Jurinovich S, Domenici V. Introduction to Light Properties and Basic Principles of Spectroscopy at the High-School Level: A Pilot Study. Education Sciences. 2023; 13(3):316. https://doi.org/10.3390/educsci13030316

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Carpentieri, M.A.; Fano, G.; Jurinovich, S.; Domenici, V. Introduction to Light Properties and Basic Principles of Spectroscopy at the High-School Level: A Pilot Study. Educ. Sci. 2023, 13, 316. https://doi.org/10.3390/educsci13030316

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Feature papers represent the most advanced research with significant potential for high impact in the field. A Feature Paper should be a substantial original Article that involves several techniques or approaches, provides an outlook for future research directions and describes possible research applications.

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Abstract: Spectroscopy is the basis of many applications in chemistry; however, the basic principles of light, light–matter interaction, and the operation of spectrophotometers are rarely present in chemistry curricula at the high-school level, or they are only briefly introduced to students before focusing on analytical chemistry applications. In this work, we report the results of a study conducted over several years, aimed to design, optimise, and put into practice a didactic sequence on light phenomena such as reflection, refraction, interference, diffraction, and light dispersion, as well as the basic principles of ultraviolet–visible spectroscopy and spectroscopic instruments. Difficult concepts of light phenomena and related topics were deeply investigated, focusing on the best ways to teach them to high-school students in the framework of the content-specific components identified in the topic-specific pedagogical content knowledge theoretical model. Inquiry-based learning and interactive STEM laboratory activities were combined with a historical epistemological teaching method. Short introductory videos were also recorded to help students during the remote lessons in the COVID-19 pandemic period. In this paper, we report and discuss the research strategy used in order to design and implement the sequence of educational activities, leading to a final optimised didactic sequence that was tested in a pilot study. The main results were obtained from the experimentation with several classes in two high-school technical institutes with a chemistry and material sciences curriculum, along with a group of undergraduate students during the first part of an introductory course on molecular spectroscopy. Keywords: didactic sequence; reflection; refraction; interference; diffraction; emission; absorption; high school; spectroscope; spectroscopy; topic-specific pedagogical content knowledge

Feature papers are submitted upon individual invitation or recommendation by the scientific editors and must receive positive feedback from the reviewers.

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