The quality of learning processes is mainly determined by the extent to which students’ conceptions
are addressed and thus conceptual change is triggered. Colour phenomena are a topic within initial
instruction of optics which is challenging. A physically adequate concept of white light is crucial
for being able to grasp the processes underlying colour formation. Our previous research suggests
that misconceptions on white light may influence the conceptual understanding of colour phenomena.
For the design of a learning environment on light and colours, the literature was reviewed. Then an
explorative interview study with participants ( N = 32), with and without instruction in
introductory optics, was carried out. In addition, the representations used for white light in
Austrian physics schoolbooks were analysed. Based on the results of the literature review, the
interview study and the schoolbook analysis, a learning environment was designed and tested in
teaching experi…