Computer Science – Learning
Scientific paper
Dec 2006
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006aas...20912807y&link_type=abstract
2007 AAS/AAPT Joint Meeting, American Astronomical Society Meeting 209, #128.07; Bulletin of the American Astronomical Society,
Computer Science
Learning
Scientific paper
A study of eight 8th grade students shows that preadolescents of this age group can obtain scientific understanding of the phases of the Moon. This is consistent with other studies. In a series of mini-instruction sessions with various learning media, two groups of 4 preadolescents were guided through understanding the phases of the Moon. Group pre-interviews were compared to group post-interviews to assess that scientific understanding had taken place. In addition to protocol followed for instruction of the moon's phases, we introduced the concept of eclipses to identify turning points in the student's reasoning while holding on to the concept of phases. We present results that show that scientific understanding can proceed as a step by step process as the concept is developed during the instruction period. However we find that process can become complicated when new physical conditions are introduced and need to be explained within a working model of the phases of the Moon. We find this develops as a rethinking of the concept which at times of confusion can result in the preadolescent arriving at a wrong answer to a question. We present data of a pre-survey and 3 week post-survey that indicates some degradation of the concept has occurred. We speculate that with further minimal, directed learning that the understanding of the Sun Earth Moon system can be retained beyond the period of instruction.
Guy M.
Young Timothy
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