2.50
Hdl Handle:
http://hdl.handle.net/11290/607934
Title:
STUDENTS’ DEVELOPMENT OF ASTRONOMY CONCEPTS ACROSS TIME
Authors:
Plummer, Julia Diane
Abstract:
The National Science Education Standards (NRC, 1996) recommend that students understand the apparent patterns of motion of the sun, moon and stars visible by the end of early elementary school. However, little information exists on students’ knowledge of apparent celestial motion or instruction in this area. The goals of this dissertation were to describe children’s knowledge of apparent celestial motion across elementary and middle school, explore early elementary students’ ability to learn these topics through planetarium instruction, and begin the development of a learning progression for these concepts. First, third, and eighth grade students (N=60) were interviewed using a planetarium-like setting that allowed the students to demonstrate their ideas both verbally and with their own motions on an artificial sky. Analysis of these interviews suggests that students are not making the types of observations of the sky necessary to learn apparent celestial motion and any instruction they may have received has not helped them reach an accurate understanding of most topics. Most students at each grade level could not accurately describe the patterns of motion. Though the older students were more accurate in most of their descriptions than the younger students, in several areas the eighth grade students showed no improvement over the third grade students. The use of kinesthetic learning techniques in a planetarium program was also explored as a method to improve understanding of celestial motion. Pre- and post-interviews were conducted with participants from seven classes of first and second grade students (N=63). Students showed significant improvement in all areas of apparent celestial motion covered by the planetarium program and surpassed the middle school students’ understanding o f these concepts in most areas. This suggests that students in early elementary school are capable of learning the accurate description of apparent celestial motion. The results demonstrate the value of both kinesthetic learning techniques and the rich visual environmentoftheplanetariumforimprovedunderstandingofcelestialmotion. Based on the results of these studies, I developed a learning progression describing how children may progress through successively more complex ways of understanding apparent celestial motion across elementary grades.
Affiliation:
University of Michigan
Issue Date:
2006
URI:
http://hdl.handle.net/11290/607934
Submitted date:
2015-09-28
Document Source:
Dissertation/Thesis
Language:
English Paper
Type Of Resource:
Empirical Research
Empirical Methodology:
Qualitative
Learning Environment:
Formal
Research Setting:
Planetarium
Subjects:
Elementary Students
Construct:
Content Knowledge
Content:
celestial motion
Nation:
USA
Appears in Collections:
Astronomy Education Research

Full metadata record

DC FieldValue Language
dc.contributor.authorPlummer, Julia Dianeen
dc.date.accessioned2016-05-04T08:58:14Zen
dc.date.available2016-05-04T08:58:14Zen
dc.date.issued2006en
dc.date.submitted2015-09-28en
dc.identifier.urihttp://hdl.handle.net/11290/607934en
dc.description.abstractThe National Science Education Standards (NRC, 1996) recommend that students understand the apparent patterns of motion of the sun, moon and stars visible by the end of early elementary school. However, little information exists on students’ knowledge of apparent celestial motion or instruction in this area. The goals of this dissertation were to describe children’s knowledge of apparent celestial motion across elementary and middle school, explore early elementary students’ ability to learn these topics through planetarium instruction, and begin the development of a learning progression for these concepts. First, third, and eighth grade students (N=60) were interviewed using a planetarium-like setting that allowed the students to demonstrate their ideas both verbally and with their own motions on an artificial sky. Analysis of these interviews suggests that students are not making the types of observations of the sky necessary to learn apparent celestial motion and any instruction they may have received has not helped them reach an accurate understanding of most topics. Most students at each grade level could not accurately describe the patterns of motion. Though the older students were more accurate in most of their descriptions than the younger students, in several areas the eighth grade students showed no improvement over the third grade students. The use of kinesthetic learning techniques in a planetarium program was also explored as a method to improve understanding of celestial motion. Pre- and post-interviews were conducted with participants from seven classes of first and second grade students (N=63). Students showed significant improvement in all areas of apparent celestial motion covered by the planetarium program and surpassed the middle school students’ understanding o f these concepts in most areas. This suggests that students in early elementary school are capable of learning the accurate description of apparent celestial motion. The results demonstrate the value of both kinesthetic learning techniques and the rich visual environmentoftheplanetariumforimprovedunderstandingofcelestialmotion. Based on the results of these studies, I developed a learning progression describing how children may progress through successively more complex ways of understanding apparent celestial motion across elementary grades.en
dc.description.provenanceMade available in DSpace on 2016-05-04T08:58:14Z (GMT). No. of bitstreams: 1 d4f5e485-7473-4500-a8b8-141c0a19da7c.pdf: 7084112 bytes, checksum: 08cb4d3f73c0943998b829b53a851569 (MD5) Previous issue date: 2006en
dc.language.isoEnglish Paperen
dc.titleSTUDENTS’ DEVELOPMENT OF ASTRONOMY CONCEPTS ACROSS TIMEen
dc.typeDissertation/Thesisen
dc.contributor.departmentUniversity of Michiganen
dc.type.resourceEmpirical Researchen
dc.istar.learningenvironmentFormalen
dc.istar.constructContent Knowledgeen
dc.istar.contentcelestial motionen
dc.istar.nationUSAen
dc.istar.empiricalmethodologyQualitativeen
dc.istar.researchsettingPlanetariumen
dc.istar.subjectElementary Studentsen
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