Abstract
With the topic of superposition of waves, as previously in Chapter 1, we encountered more particularly that of the experiment as something closely related to a discussion of concepts. The topic of colour which we come to now is an excellent opportunity to return to this. But the experiment is not the only matter of interest. We are also, chapter by chapter, looking at the subject of making connections between aspects or areas of knowledge that are often introduced independently of one another. We have looked at the relationship between illumination and vision (Chapter 1), more widely at macroscopic relationships and mesoscopic interpretations of interactions (Chapters 2 and 3), states and transformations in electricity (Chapter 4) and geometry and waves in optics (Chapter 5). Now we are going to try and reconcile entire fields of knowledge on the topic of colour. An understanding of colour phenomena in fact involves integrating knowledge from the fields of physics, the physiology of vision and the psychology of visual perception at the very least1. The associated techniques approach makes the topic even more complex.
In association with Françoise Chauvet, the main author of the study
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Chauvet, F. 1993, Conception et premiers essais d’une séquence sur la couleur, Bulletin de l’Union des Physiciens, 750, pp. 1–28.
Chauvet, F. 1994. Construction d’une compréhension de la couleur intégrant sciences, techniques et perception: principes d’élaboration et évaluation d’une séquence d’enseignement. Thesis. University of Paris 7 (Denis Diderot).
Chauvet, F. 1996. Un instrument pour évaluer un état conceptuel: exemple du concept de couleur, Didaskalia, no 8, pp. 61–79.
Chauvet, F. 1996. Teaching Colour: Designing and Evaluation of a Sequence, European Journal of Teacher Education, 19,(2), pp. 119–134.
Chauvet, F., Colin P. & Viennot 1999a. Images in optics and corresponding learners’ difficulties: awareness and decision-making in teachers. In Proceedings of the Second International Conference of the European Science Education Research Association (ESERA), Research in Science Education. Past, Present and Future. M. Komorek, H. Behrendt, H. Dahncke, R. Duit W. Gräber & A. Kross (Eds.), Kiel, Vol 2, pp. 626–629.
Chauvet, F, Hirn, C. & Viennot, L. 1999. STTIS Project, French National Report on WP3. Investigation on teacher transformations when implementing teaching strategies. Optics and Colour. University “Denis Diderot” (Paris 7), LDSP; and STTIS site.
Colin, P., Chauvet, F & Viennot, L. 2002. Reading images in optics: students’ difficulties, and teachers’ views. International Journal of Science Education, 24(3), pp. 313–332.
Hirn, C. 1995. Comment les enseignants de sciences physiques lisent-ils les intentions didactiques des nouveaux programmes d’optique de Quatrième? Didaskalia, 6, pp. 39–54.
Hirn, C. 1998. Transformations d’intentions didactiques par les enseignants: le cas de l’optique élémentaire en classe de Quatrième. Thesis. University of Paris 7 (Denis Diderot).
Hirn, C. & Viennot, L. 2000. Transformation of Didactic Intentions by Teachers: the Case of Geometrical Optics in Grade 8 in France, International Journal of Science Education, 22,(4), pp. 357–384.
Itten, J. 1967. L’art de la. couleur. Paris: Dessain-Tolra.
Lindsay, P.H. & Norman, D.H. 1980. Traitement de l’information et comportement humain, une introduction à la psychologie, Montréal: Vigot.
Monroy, G., Testa, I., Giberti, G. & Sassi, E. 1999. Transformation of didactic intentions: the Italian case of « Motion and Force » proposal, National report: STTIS Project (WP3), Dipartimento di Scienze Fisiche, University of Naples Federico II; and STTIS site.
Olivieri, G., Torosantucci, G. & Vicentini, M. 1988. Coloured shadows, International Journal of Science of Education, vol. 10, no 5, pp. 561–569.
Pinto, R.,. Ametler, J., Chauvet, F., Colin, P., Giberti, G., Monroy, G., Ogborn, J., Ormerod, F., Sassi, E., Stylianidou, F., Testa, I. & Viennot, L. 2001, Investigation on the difficulties of teaching and learningpraphic représentations and on their use in the classrooms, STTIS Transversal Report (WP2), STTIS:“Science Teacher Training in an Information Society”), EU, DG XII, TSER programme, No SOE2-CT97 20 20, coord. R. Pinto, UAB, Barcelona. http://www.blues.uab.es/~idmc42
Viennot, L. 1994. Recherche en didactique et nouveaux programmes d’enseignement: convergences. Exemple du programme de Physique de quatrième 1993 en France, Didaskalia 3, pp. 119–128.
Viennot, L. & Chauvet, F. 1997. Two dimensions to characterise research-based teaching strategies, International Journal of Science Education, 19,10, pp 1159–1168.
Viennot, L. 1996. Raisonner en Physique, la part du sens commun. Bruxelles: De Boeck (or 2001: Reasoning in Physics, the Part of Common Sense, Dordrecht: Kluwer).
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2003 Springer Science+Business Media New York
About this chapter
Cite this chapter
Viennot, L. (2003). Colour phenomena. In: Viennot, L. (eds) Teaching Physics. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0121-2_7
Download citation
DOI: https://doi.org/10.1007/978-94-010-0121-2_7
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-1276-1
Online ISBN: 978-94-010-0121-2
eBook Packages: Springer Book Archive