Learning to Explain Astronomy Across Moving Frames of Reference: Exploring the role of classroom and planetarium-based instructional contexts

2.50
Hdl Handle:
http://hdl.handle.net/11290/608186
Title:
Learning to Explain Astronomy Across Moving Frames of Reference: Exploring the role of classroom and planetarium-based instructional contexts
Authors:
Plummer, Julia D.; Kocareli, Alicia; Slagle, Cynthia
Abstract:
Learning astronomy involves significant spatial reasoning, such as learning to describe Earth-based phenomena and understanding space-based explanations for those phenomena as well as using the relevant size and scale information to interpret these frames of reference. This study examines daily celestial motion (DCM) as one case of how children learn to move between frames of reference in astronomy wherein one explains Earth-based descriptions of the Sun’s, Moon’s, and stars’ apparent motion using the Earth’s daily rotation. We analysed interviews with 8–9-year-old students (N 1⁄4 99) who participated in one of four instructional conditions emphasizing: the space- based perspective; the Earth-based perspective in the planetarium; constructing explanations for the Earth-based observations; and a combination of the planetarium plus constructing explanations in the classroom. We used an embodied cognition framework to analyse outcomes while also considering challenges learners face due to the high cognitive demands of spatial reasoning. Results support the hypothesis that instruction should engage students in learning both the Earth-based observations and space-based explanations, as focusing on a single frame of reference resulted in less sophisticated explanations; however, few students were able to construct a fully scientific explanation after instruction.
Affiliation:
Pennsylvania State University (PA); Arcadia University (PA); Colonial Middle School
Journal:
International Journal of Science Education
Issue Date:
8-Mar-2016
URI:
http://hdl.handle.net/11290/608186
Submitted date:
2016-03-14
Document Source:
Peer Reviewed
Language:
English Paper
Type Of Resource:
Empirical Research
Empirical Methodology:
Qualitative
Learning Environment:
Formal
Research Setting:
Planetarium
Subjects:
Elementary Students
Construct:
Content Knowledge Spatial Reasoning General Teaching Strategies
Content:
Celestial Motion
Nation:
USA
Appears in Collections:
Astronomy Education Research

Full metadata record

DC FieldValue Language
dc.contributor.authorPlummer, Julia D.en
dc.contributor.authorKocareli, Aliciaen
dc.contributor.authorSlagle, Cynthiaen
dc.date.accessioned2016-05-04T09:05:55Zen
dc.date.available2016-05-04T09:05:55Zen
dc.date.issued2016-03-08en
dc.date.submitted2016-03-14en
dc.identifier.urihttp://hdl.handle.net/11290/608186en
dc.description.abstractLearning astronomy involves significant spatial reasoning, such as learning to describe Earth-based phenomena and understanding space-based explanations for those phenomena as well as using the relevant size and scale information to interpret these frames of reference. This study examines daily celestial motion (DCM) as one case of how children learn to move between frames of reference in astronomy wherein one explains Earth-based descriptions of the Sun’s, Moon’s, and stars’ apparent motion using the Earth’s daily rotation. We analysed interviews with 8–9-year-old students (N 1⁄4 99) who participated in one of four instructional conditions emphasizing: the space- based perspective; the Earth-based perspective in the planetarium; constructing explanations for the Earth-based observations; and a combination of the planetarium plus constructing explanations in the classroom. We used an embodied cognition framework to analyse outcomes while also considering challenges learners face due to the high cognitive demands of spatial reasoning. Results support the hypothesis that instruction should engage students in learning both the Earth-based observations and space-based explanations, as focusing on a single frame of reference resulted in less sophisticated explanations; however, few students were able to construct a fully scientific explanation after instruction.en
dc.description.provenanceMade available in DSpace on 2016-05-04T09:05:55Z (GMT). No. of bitstreams: 1 37761cb6-2b43-438b-a9d7-040da9a43b40.pdf: 890758 bytes, checksum: 08bef35606f91bd1f52a2adcce193713 (MD5) Previous issue date: 2016-03-08en
dc.language.isoEnglish Paperen
dc.titleLearning to Explain Astronomy Across Moving Frames of Reference: Exploring the role of classroom and planetarium-based instructional contextsen
dc.typePeer Revieweden
dc.contributor.departmentPennsylvania State University (PA)en
dc.contributor.departmentArcadia University (PA)en
dc.contributor.departmentColonial Middle Schoolen
dc.identifier.journalInternational Journal of Science Educationen
dc.type.resourceEmpirical Researchen
dc.istar.learningenvironmentFormalen
dc.istar.constructContent Knowledge Spatial Reasoning General Teaching Strategiesen
dc.istar.contentCelestial Motionen
dc.istar.nationUSAen
dc.istar.empiricalmethodologyQualitativeen
dc.istar.researchsettingPlanetariumen
dc.istar.subjectElementary Studentsen
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