DIAGNOSING AND REMEDIATING STUDENT CONCEPTUAL MISCONCEPTIONS IN THE PHOTOELECTRIC EFFECT USING A PRODUCTIVE FAILURE PEDAGOGICAL FRAMEWORK

—The photoelectric effect constitutes a crucial epistemological threshold in introductory quantum physics, transitioning students from classical wave mechanics to photon quantization. Nevertheless, learners persistently manifest deep-seated misconceptions, systematically conflating radiation intensity with photon frequency, misinterpreting the work function, and failing to map energetic boundary regimes. This article presents an advanced instructional methodology grounded in the Productive Failure (PF) paradigm to diagnose and remediate these cognitive errors. Unlike conventional direct instruction (lecture → formula → algorithmic drills), the proposed PF framework immerses students in unassisted, ill-structured problem-solving prior to formal instruction. This deliberate generation phase activates prior intuitions, renders underlying misconceptions visible, and prepares cognitive architectures for subsequent consolidation. The pedagogical architecture delineates four diagnostic boundary regimes: hνA (photoemission), and hν≫A (asymptotic limit). Furthermore, empirical evaluation protocols (pretest/posttest instruments, normalized gain g, and Cohen's d effect sizes) and qualitative assessment rubrics are formulated to measure conceptual retention and deep mechanistic transfer.