Elementary Student Knowledge Gains In The Digital Portable Planetarium

Carsten-Conner, Laura D. and Larson, Angela M. and Arseneau, Jennifer and Herrick, Robert R. (2015) Elementary Student Knowledge Gains In The Digital Portable Planetarium. Journal of Astronomy & Earth Sciences Education (JAESE), 2 (2). pp. 65-76. ISSN 2374-6254, 2374-6246


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Immersive environments provide unique and heightened sensory experiences that focus a learner’s attention, and thus may be useful learning platforms. In particular, portable planetariums may be useful in advancing conceptual knowledge about the night sky, because they afford learners with Earth-based views of celestial motions, and give learners a sense of “being there.” We demonstrate here that students make gains in knowledge about both apparent celestial motion and general astronomy concepts after viewing a 25-minute planetarium presentation. However, the planetarium presentation did not appear to increase interest in astronomy and space science. Our results suggest that the portable planetarium may be a useful strategy in supporting learners as they struggle with reconciling observed patterns with underlying, non-observable motions of the Earth, and with visualizing concepts such as the speed of planetary orbits relative to their position with respect to the sun.

Item Type: Article
Subjects: Astronomy Education Research
Depositing User: Mr Saeed Salimpour
Date Deposited: 03 Apr 2017 14:40
Last Modified: 19 Aug 2018 09:25
URI: http://istardb.org/id/eprint/391

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