Astronomy and Astrophysics – Astronomy
Scientific paper
Jan 2010
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2010aas...21536604s&link_type=abstract
American Astronomical Society, AAS Meeting #215, #366.04; Bulletin of the American Astronomical Society, Vol. 42, p.555
Astronomy and Astrophysics
Astronomy
Scientific paper
The AAAS Benchmarks and NRC National Science Education Standards clearly prescribe that all American middle school students should understand that Earth's seasons are caused by variations in the amount of sunlight that hits Earth's surface due to tilt. An explanation for the cause of the seasons that is consistent with a scientifically accurate viewpoint would involve how the amount of sunlight reaching Earth's surface at different latitudes and is directly related to the planet's tilt. However, the most common alternative explanation given is the changing distance between the Sun and Earth. Previous research, as well as common experience, indicates that conventional instructional approaches on the concept of seasons are rarely sufficient in achieving scientifically accurate or durable conceptual change. Given the highly spatial nature of the concept, and the highly socially nature of human beings, some curriculum developers have turned to kinesthetic instructional approaches as a means to develop students' spatial reasoning and problem solving skills while confronting misconceptions and allowing students to socially construct scientifically accurate models of the seasons. We report results from a quantitative study on the impact on understanding of ninth grade students using kinesthetic approach to instruction for the traditionally challenging topic of Earth's seasons. The guiding research question was: To what extent does the kinesthetic astronomy instructional approach assist students in correcting misconceptions about the cause of the seasons? Using a single-group, multiple measures quasi-experimental study design, data was collected pre- and post-instruction using written, student-supplied-response assessments. Additionally, a third assessment was conducted 8 weeks after instruction in an attempt to measure durability. The results showed that statistically significant conceptual change occurred across three subtopics supporting seasons and were stable over 8 following weeks, suggesting that students’ content knowledge did not substantially diminish over time and that the students’ conceptual understanding has durability.
Morrow Cherilynn A.
Slater Stephanie
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