Beyond a dichotomic approach to concepts: the case of colour phenomena

TL;DR

This study explores a teaching method that encourages students to consider both spectral composition and intensity of light to better understand colour phenomena, promoting a more nuanced comprehension of colour vision.

Contribution

It introduces a teaching experiment emphasizing a 'more or less' approach to improve understanding of colour phenomena, moving beyond a simple dichotomous perspective.

Findings

Students' understanding improved with the 'more or less' approach.

The approach helps in interpreting everyday colour phenomena.

Teaching interviews show increased conceptual grasp.

Abstract

The research documents the impact of a teaching experiment designed in order to make students consider not only the spectral composition of light but also its intensity when they interpret colour phenomena. The analysis of eight recorded and transcribed teaching interviews conducted with third-year university students indicates that the comprehension of the colour vision process benefits from a "more or less" approach. Such an approach is likely to facilitate students' understanding of everyday observed phenomena.