A Study of How Classroom Dialogue Facilitates the Development of Geometric Spatial Concepts Related to Understanding the Cause of Moon Phases

Sherrod, Sonya E. and Wilhelm, Jennifer A. (2009) A Study of How Classroom Dialogue Facilitates the Development of Geometric Spatial Concepts Related to Understanding the Cause of Moon Phases. International Journal of Science Education, 31 (7). ISSN 0950-0693 (Print), 1464-5289 (Online)

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Official URL: https://doi.org/10.1080/09500690801975768

Abstract

Research indicates that student understanding is either confirmed or reformed when given opportunities to share what they know. This study was conducted to answer the research question: Will classroom dialogue facilitate students' understanding of lunar concepts related to geometric spatial visualisation? Ninety‐two middle school students engaged in classroom discussion about the two‐dimensional models of the Sun–Earth–Moon system they created at the end of an inquiry Moon unit. Their responses to selected questions of the Lunar Phases Concept Inventory were also analysed. Findings indicate that classroom discourse provides the optimal setting for students to deeply ponder their long‐held misconceptions and reconstruct their understanding regarding the cause of lunar phases.

Item Type: Article
Subjects: Astronomy Education Research
Depositing User: Mr Saeed Salimpour
Date Deposited: 22 May 2018 14:00
Last Modified: 20 Aug 2018 05:52
URI: http://istardb.org/id/eprint/1807

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