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Addressing children’s alternative frameworks of the Moon’s phases and eclipses
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Metadata
Title
Addressing children's alternative frameworks of the Moon's phases and eclipses
Abstract
In this study we conducted an analysis of a project based, space science curriculum designed to support elementary school students in understanding complex, inter-related astronomy concepts. The curriculum, rather than directly addressing students' alternative frameworks, focused on supporting students in identifying their own existing understanding and reflecting on how their understanding evolves over time. To assess student conceptual change, we conducted pre and post interviews, examined student work, and had students complete a pre- and post-astronomy conceptual survey. Our results suggest that elementary school students can develop sophisticated understandings of astronomy concepts. In addition, our results also suggest that the direct engagement of students' alternative frameworks may not be necessary if the students are immersed in learning activities that afford students opportunities to examine and reflect on their understanding. These findings point out the need that instruction respect students' pre-existing ideas and supports their reflection and discussion of their ideas.
Date
01/01/2002
Citation
Barnett, M., & Morran, J. (2002). Addressing children’s alternative frameworks of the Moon’s phases and eclipses. International Journal of Science Education, 24(8), 859–879. https://doi.org/10.1080/09500690110095276
Type of Publication
Author(s)
Barnett, Michael | Morran, Judy
Content
Celestial Motion > Eclipses | Celestial Motion > Lunar Phases | Celestial Motion > Sun-Earth-Moon
Methodology
Research Setting
Target Group
Students > Middle School Students | Students > Secondary School Students
Institution(s)
Indiana University School of Education | Ellettsville Elementary, Richland-Bean Blossom School District
Journal Name
International Journal of Science Education
Peer-Reviewed Status
Publisher
Taylor & Francis
Volume
24
Issue Number
8
ISSN
0950-0693 (Print), 1464-5289 (Online)
Resource Type
Nation(s) of Study
United States of America
Language
English