For Peer Review Only

---

For Peer Review Only
Introduction to Semiconductor Physics in Secondary 
Education: Evaluation of a Teaching Sequence 
Journal: International Journal of Science Education 
Manuscript ID: TSED-2007-0126.R2 
Manuscript Type: Research Paper 
Keywords: 
classroom, secondary school, physics education, learning activities, 
misconception 
Keywords (user): semiconductor, teaching sequence, evaluation 
URL: http://mc.manuscriptcentral.com/tsed Email: [e-mail]
International Journal of Science Education

---

For Peer Review Only
Introduction to Semiconductor Physics in Secondary Education: 
Evaluation of a Teaching Sequence 
 
Abstract. This article presents a didactic proposal oriented to teaching notions of semiconductor physics in Secondary 
Education [SE]. The methods and the results of a pilot study designed to analyze the effectiveness of a teaching sequence on 
the topic are also described. The subjects were 60 students, aged 14–15 years, of a secondary school in Seville [Spain]. The 
levels of knowledge acquired by the students were evaluated by means of a test and personal interviews, which we also used 
to detect the most frequent obstacles they encountered against learning. Also, we employed personal interviews and analysis 
of the students' notebooks to evaluate (a) their attitudes towards semiconductor physics and its learning, and (b) the degree to 
which the teaching sequence fosters cooperative learning and the self-regulation of learning. The results indicated that the 
students in general acquired (1) ideas and reasoning in the appropriate line, although with some mistakes or inaccuracies with 
respect to scientific conceptions, and (2) positive attitudes towards the learning of semiconductor physics, with a high degree 
of motivation during the teaching-learning process. The conclusion is that it is possible to initiate teaching the basic notions of 
semiconductor physics in SE, although it is necessary to continue going deeper into the topic with new research. As a 
proposal for improvement in future actions, we formulate new objectives oriented at overcoming the students' commonest 
obstacles against learning with respect to the topic.