Effectiveness Of The Planetarium And Different Methods Of Its Utilization In Teaching Astronomy

Abstract

The purpose of this study was to compare achievement as measured
by an Astronomy Achievement Test among eighth grade earth science students of the Lincoln Public Schools who had:
(1) Completed an astronomy unit and had not yet attended the planetarium program;
(2) Completed an astronomy unit, and attended a planetarium program;
(3) Completed an astronomy unit, participated in special prepa­ration conducted by the classroom teacher, attended a planetarium program, and completed a follow-up activity;
(^) Completed an astronomy unit, participated in special prepa­ration conducted by the planetarium lecturer, attended a planetarium program, and completed a follow-up exercise.
Hypothesis One: There is no statistically significant difference in achievement as measured by the Astronomy Achievement Test, between (1) students who have attended the planetarium program, and (2) students who have not attended the planetarium program.
Hypothesis Two: There is no statistically significant difference in achievement, as measured by the Astronomy Achievement Test, between (l) students who had special preparation and follow-up activities in connec­tion with the planetarium program, and (2) students who attended the
planetarium program with no special preparation or follow-up activities.
Hypothesis Three: There is no statistically significant difference in achievement, as measured by the Astronomy Achievement Test, between (1) students who had special preparation by the classroom teacher before the
planetarium program, and (2) students who had special preparation by the planetarium lecturer before the planetarium program.