A group comparison experiment of two high school classes with pre and post instruction testing has
been carried out to study the suitability and advantages of using the active learning of optics and
photonics (ALOP) curricula in high schools of developing countries. Two parallel, mixed gender, 12th
grade classes of a high school run by the local university were chosen. One course was randomly
selected to follow the experimental instruction, based on teacher and student activities contained
in the ALOP Manual. The other course followed the traditional, teacher-centered, instruction
previously practiced. Conceptual knowledge of the characteristics of image formation by plane
mirrors and single convergent and divergent lenses was measured by applying, in both courses, the
multiple-choice test, light and optics conceptual evaluation (LOCE). Measurement before instruction
showed that initial knowledge was almost null, and therefore equivalent, in both courses. After
instruction testi…