Adapting the DIST-M Model for Designing Experimental Activities—A Theoretical Discussion from an Interdisciplinary Perspective
Abstract
:1. Introduction
2. Models for Instructional Design
2.1. The DIST-M Model
- Phase 1—inquiry: students begin to explore the problem, investigate the hypothesis leading to an initial and personal conjecture (even if only verbal).
- Phase 2—conjecture and formalization: students discuss and manipulate the initial statements to achieve a formalized one.
- Phase 3—arguing and proof: students, then, attempt to prove the conjecture, justifying each step of the deduction.
- Phase 4 and 5—summing up and refining: students, when retelling a story, reflect on the entire process that led to the solution of the problem. This step helps to evaluate the work done and the role played (self-assessment, metacognitive, and affective level).
2.2. The Inquiry-Based Learning Models
- Concrete experience, which involves direct, practical experiences as the starting point of the learning process.
- Reflective observation, which promotes a reflective attitude on what has been observed to encourage the formulation of questions and the search for answers.
- Abstract conceptualization, in which students analyze their observations and reflections to generalize, move towards abstract concepts and finally develop laws and theories.
- Active experimentation, which involves applying concepts and theories to new situations or actively testing what has been learned. This practical experimentation completes the learning cycle and prepares the learner for the next concrete experience.
3. Research Design
The Learning Sequence
4. An Exemplary Integration of Models from an Interdisciplinary Perspective
5. Discussion and Conclusions
6. Limitation and Further Directions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
References
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The Learning Sequence | Objectives | Guiding Questions |
---|---|---|
Module 1 Introduction | Bring out the initial knowledge possessed. Start observing and asking questions | What is light? What do you know about light? |
Module 2 Ray model | Understand how light travels, what is needed for us to see, and if light interacts with matter. | How does light travel? How/why do we see an object? |
Module 3 Wave and particle models | Understand if the ray model of propagation is consistent with the wave or particle model. | What is the nature of light? What is light made of? Is it made of waves or particles? |
Module 1 Observational experiment | Experience and experiment reflection in different situations | How does light interact with matter? |
Module 2 Reflection within models | Explore the specular reflection within the different models | What is the nature of light? Are the reflection phenomena evident within the models? |
Module 3 The law of reflection | Devise a rule for specular reflection | How can we formalize the previous observations? Can we infer a law? |
Module 4 Applications | Solve problems applying the reflection law, and experiment reflection phenomena in different situations (e.g., curved mirror) | Can we apply the law of reflection in different situations? |
Refraction Cycle (in Table 4) | … | … |
Module 1 Recap | Reorganize and reorder concepts, fix ideas, improve and evaluate learning. | So what have we learnt so far? |
Module 2 Game solution | Apply the knowledge acquired to new situations | So how can we use what we have learnt so far? |
DIST-M | Narrative Script | Didactic Modules of Refraction |
---|---|---|
Phase 1 Inquiry | They eat breakfast and watch a spoon in the water, so they say that when they washed they saw their feet in the basin, they looked strange. Other characters say that they dropped the soap in the water and to pick it up it was in a different place from where it seemed to them… Our heroes finally reach the Fellowship! But they had to protect themselves with a strange technique: the entrance of the gate seemed frozen in a sort of substance similar to glass… They can see the stairs and a plate! It’s a code… Only the worthy can enter. After decoding the message, they understand that if they can hit the switch with the light, they will be able to enter. But they only get one try. | Module 1 Explore refraction physically School trip Visit to the museum Poleni (Padova) |
Phase 2: Conjecture | They go back and go to a glass artisan so they can do experiments in order to understand how the law of this phenomenon works. | Module 2 Explore refraction mathematically |
Phase 3: Proof | Not understanding the regularity, they go to the library and find writings in human language; only humans can read them. They study the sine function and they solve the problem theoretically. | Module 3 The law of refraction |
Phase 4 and 5: Summing Up and Refining | It is important that the law is correct, they have only one attempt; otherwise the mission will fail. | Module 3 The law of refraction |
DIST-M | Narrative Script | Didactic Modules of Refraction |
---|---|---|
- | They still check, trying to apply the law to see if it predicts well the behavior of light when it passes through transparent materials. They also check with the models by talking to Huygens and Newton… They have to be really sure before they exploit their attempt. And it works! They manage to reach the Fellowship. | Module 4 Application of the law of refraction Module 5 Refraction and models Module 6 Solving the problem |
Cycle 2 Refraction | Objectives | Guiding Questions | Type of Activities | Didactical Aspects of the Implementation |
---|---|---|---|---|
Module 1 Explore refraction physically | Experience and experiment refraction in different situations | How does light interact with transparent matter? | Observational experiment Data collection (qualitative) | Classroom organization: Groups of 3 students Didactical materials: Quest 6 Refraction (Figure A1) Expected duration: 1 h |
Module 2 Explore refraction mathematically | 1. Devise (discover) a rule for refraction 2. Search for regularities (conjecture) | Do you notice some regularities or not? Which mathematical relations do you know? Are they useful here? | Data collection (quantitative) Data analysis | Classroom organization: Group work Didactical materials: Quest 6—Refraction (Figure A2) Expected duration: 1 h |
School trip Visit to the museum Poleni (Padova) | 1. Deepen the nature of science through history 2. Observe an instrument asking questions | What is the nature of science? What relationship do you see between the discoveries shown at the museum and what we still need to understand about light? | Object-based learning [38] Observe an instrument chosen between the burning mirror and refractometer and ask a minimum of 30 questions about it. | Quest 7—A journey (Figure A6 and Figure A7) |
Module 3 The law of refraction | 1. Deepen Mathematics: the sine function 2. Find a rule for refraction 3. Formalize the law of refraction | Now, that you have the new instrument of sin: what have you discovered in your observations? Do you notice some regularities or not? Can you build up a rule? | Mathematical stage to learn the sin-machine Arguing conjectures Collective discussion Come into proof | Classroom organization: Groups of 3 students and collective discussion Didactical materials: Documents about the sin-machine (Figure A7) Quest 6—Refraction (Figure A3, Figure A4 and Figure A5) Expected duration: 2 h |
Module 4 Application of the law of refraction | Solve problems, applying the law of refraction to different situations | How can we apply the law of refraction? | Problems (including a jeopardy problem) Recognizing refraction in everyday life Observational experiment with convex and concave lenses | Classroom organization: Groups of 3 students Didactical materials: Quest 8—Refraction applications (Figure A8) Expected duration: 3 h |
Module 5 Refraction and models | 1. Check if the models are consistent with the rule for specular refraction 2. Discuss the historical positions of Newton and Huygens on the wave and particle models | Are the models consistent with the phenomenon? What is the model of light that seems to describe best what we have discovered about light? | Experimentally, try to understand if the law of reflection is consistent with the models Read a historical article about light Overall discussion and conclusions | Classroom organization: 3 groups of 3 students of the wave faction, and 3 groups of 3 students of the particle faction Observing and Reading in groups Whole class discussion Didactical materials: Passages from the book The Evolution of Physics by Einstein and Infeld [39] Expected duration: 2 h |
Module 6 Solving the problem | Solve a contextualized open problem by putting into practice the whole knowledge reached about refraction | How to creatively interpret a phenomenon and apply refraction to solve contextualized problems? | Problem-solving with group discussion Negotiation to find a common, agreed solution | Classroom organization: Mixed groups (3 for groups) Didactical materials: Quest 9 (Figure A9 and Figure A10) |
The Learning Sequence | DIST-M Model | KOLB Model | |
---|---|---|---|
Introduction (macro-cycle) | Module 1 Introduction | Phase 1: Inquiry | Concrete experience |
Module 2 Ray model | Phase 2: Conjecture Phase 3: Arguing and Proof | Reflective observation Abstract conceptualization | |
Module 3 Wave and particle models | Phase 2: Conjecture Phase 3: Arguing and Proof | Reflective observation Abstract conceptualization | |
Reflection cycle | Module 1 Observational experiment | Phase 1: Inquiry Phase 2: Conjecture | Concrete experience Reflective observation |
Module 2 Reflection within models | Phase 1: Inquiry Phase 2: Conjecture | Concrete experience Reflective observation | |
Module 3 The law of reflection | Phase 3: Arguing and Proof Phase 4 and 5: Summing Up and Refining | Abstract conceptualization | |
Module 4 Applications | Phase 6: Consolidation/Transfer/Variation | Active experimentation | |
Refraction cycle | Module 1 Explore refraction physically School trip Visit to the museum Poleni (Padova) | Phase 1: Inquiry Phase 2: Conjecture | Concrete experience Reflective observation |
Module 2 Explore refraction mathematically | Phase 2: Conjecture | Reflective observation | |
Module 3 The law of refraction | Phase 3: Arguing and Proof Phase 4 and 5: Summing Up and Refining | Abstract conceptualization | |
Module 4 Application of the law of refraction | Phase 6: Consolidation/Transfer/Variation | Active experimentation | |
Module 5 Refraction and models | Phase 6: Consolidation/Transfer/Variation | Active experimentation | |
Module 6 Solving the problem | Phase 6: Consolidation/Transfer/Variation | Active experimentation | |
Conclusion (macro-cycle) | Module 1 Recap | Phase 4 and 5: Summing Up and Refining | Abstract conceptualization |
Module 2 Game solution | Phase 6: Consolidation/Transfer/Variation | Active experimentation |
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Lippiello, S.; Boscolo, A. Adapting the DIST-M Model for Designing Experimental Activities—A Theoretical Discussion from an Interdisciplinary Perspective. Educ. Sci. 2024, 14, 472. https://doi.org/10.3390/educsci14050472
Lippiello S, Boscolo A. Adapting the DIST-M Model for Designing Experimental Activities—A Theoretical Discussion from an Interdisciplinary Perspective. Education Sciences. 2024; 14(5):472. https://doi.org/10.3390/educsci14050472
Chicago/Turabian StyleLippiello, Stefania, and Alessandra Boscolo. 2024. "Adapting the DIST-M Model for Designing Experimental Activities—A Theoretical Discussion from an Interdisciplinary Perspective" Education Sciences 14, no. 5: 472. https://doi.org/10.3390/educsci14050472