Investigation of conceptual change about double-slit interference in secondary school physics

In this study, whether or not constructivist teaching of double-slit interference of light has a
positive effect on the secondary school students‟ conceptual change is examined. An
achievement test, a conceptual understanding test and semi-structured interviews were used
as data collection tools in this mixed methods research. Experimental group was taught with
constructivist approach while control group was taught with traditional method in which
teacher was the only authority in defining the course of teaching. It has been identified that
experimental group students show high level conceptual understandings after teaching. Superiorities
of experimental group, which involve the construction of cause and effect relationships,
the transfer and configuration of knowledge, have been identified with the interviews
conducted. It was concluded that teaching in the experiment group was more successful
than teaching in the control group in terms of the construction of the meaning of interference,
path difference, fringe width concepts and understanding the formation of bright and
dark fringes.