{'fraction_non_alphanumeric': 0.021397105097545627, 'fraction_numerical': 0.0, 'mean_word_length': 5.25984251968504, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
TEACHING REFLECTION AND REFRACTION LAWS TO THE UNGRADUATE STUDENTS OF THE PRIMARY EDUCATION

The basics concepts of optical phenomena like as the explanation of the visible spectrum, color, light, laws of reflection and refraction are part of the scientific basic knowledge of the primary education teachers. Then students of primary education should understand the concepts of ray optics creating “scientifically appropriate” representation to a correct understanding of the laws of reflection and refraction. On the other hand is well known that the “alternative conceptions” can be an obstacle to the acquisition of new knowledge. In this study was investigated, in a pilot study with students of the first year of the bachelor's degree in primary education, whether tasks using (multiple) representations and addressing widespread misconceptions can help students to improve conceptual understanding about light reflection and refraction. Methodologically, we opted for a qualitative research approach, based on a case study. Data collection was done through a pre-test/post-test design. The students preformed the pre-test before being taught any optical topic, and a month and a half later the students preformed the post-test. The post-test was carried out by the students responding to the same questions of the pre-test, but inserted in a normal assessment test of the Physical-Chemistry Curricular Unit. The paper includes the analysis of students' general misconceptions and a critical reflection to the methodology used to teach the reflection and refraction laws of the light.