Does The Sun Rotate Around The Earth Or Does The Earth Rotate Around the Sun? An Important Key to Evaluating Science Education

Details Does The Sun Rotate Around The Earth Or Does The Earth Rotate Around the Sun? An Important Key to Evaluating Science Education Does The Sun Rotate Around The Earth Or Does The Earth Rotate Around the Sun? An Important Key to Evaluating Science Education

Aug 2006

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006iauss...2e..18i&link_type=abstract

Innovation in Teaching/Learning Astronomy Methods, 26th meeting of the IAU, Special Session 2, 17-18 August, 2006 in Prague, Cze

Computer Science

Learning

Scientific paper

The Japan Spaceguard Association, Tokyo, Japan Sciences are continuously developing. This is a good situation for the sciences, but when one tries to teach scientific results, it is hard to decide which levels of science should be taught in schools. The point to evaluate is not only the quality of scientific accuracy, but also the method with which school students of different scientific abilities study scientific results. In astronomy, an important question, which is "Does the Sun rotate around the Earth or does the Earth rotate around the Sun?" can be used to evaluate student abilities. Scientifically, it is obvious that the latter choice is the better answer, but it is not so obvious for the lower-grade students and also for the lower-ability students even in the higher grades. If one sees daily the sky without scientific knowledge, one has an impression of "the Sun rotates around the Earth," and for his rest of his life he will not see any problem. If one wants to be a scientist, though, he should know that "the Earth rotates around the Sun" before reaching university level. If he will become a physical scientist, he should understand that it is not correct to say "the Earth rotates around the Sun," but he should know that the Earth rotates around the center of gravity of the solar system. A similar type of question is "has the Earth the shape of a sphere, or a pear, or a geoid?" There are many teachers with varying ranges of students who do not understand the proper level of science instruction. When students of lower capacity are instructed to understand concepts with the higher degrees of sophistication, they can easily lose their interest in the sciences. This happens in many countries, especially in Japan, where there are many different types of people with different jobs. We, as educators, should appreciate that the students can be interested in any given scientific idea, no matter what level of sophistication it is.

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