The interpretation of spectra, particularly in the optical band, is a conceptual
and historical link between classical and modern physics. It is an empiric proof of the
atomic structure of matter and an experimental instrument to investigate phenomena
involving interactions between light and matter. On a disciplinary plan regarding
physics, it is a fundamental contribution; unfortunately, the road to embed optical
spectroscopy in a coherent educational pattern is still long.
From a research perspective, the Physics Education Research Unit from Udine
University focused on the design of an educational path on spectroscopy for high
school students, with the aim of involving them in interpretative challenges, both
theoretical and experimental, in order to recognize the connection between the
microscopic energetic structure for matter and the emission of radiation, with particular
emphasis in the optical band.
The Model of Educational Reconstruction framed the design of the educational path.
Based on limited but significant literature on the interpretation of optical spectra by
university and secondary school students, we designed different intervention modules
in which interpretative issues are problematized using Inquiry-Based Learning
strategies. Using Design-Based Research methodologies, seven different
experimentations were carried out, monitoring learning outcomes of 208 students aged
17-18 by empirical research methods.
Keywords: Design-based research, Educational reconstruction, Optical
spectroscopy, Physics education research.
