Justifying Alternative Models in Learning Astronomy: A Study of K-8 Science Teachers' Understanding of Frames of Reference

Autor/inn/en	Shen, Ji; Confrey, Jere
Titel	Justifying Alternative Models in Learning Astronomy: A Study of K-8 Science Teachers' Understanding of Frames of Reference
Quelle	In: International Journal of Science Education, 32 (2010) 1, S.1-29 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Space Sciences; Astronomy; Science Teachers; Teaching Methods; Models; Knowledge Base for Teaching; Interviews; Classroom Observation Techniques; Microteaching; Formative Evaluation; Pretests Posttests; Educational Practices; Teaching Models; Teaching Styles + Suchen Sie Ihr Suchwort? Astronomie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Teaching theory; Theory of teaching; Unterrichtstheorie; Interviewing; Interviewtechnik; Bildungspraxis; Lehrmodell; Lehrstil; Unterrichtsstil
Abstract	Understanding frames of reference is critical in describing planetary motion and learning astronomy. Historically, the geocentric and heliocentric models were defended and advocated against each other. Today, there are still many people who do not understand the relationship between the two models. This topic is not adequately treated in astronomy instruction and is unstudied in science education research. The present small-scale study suggests that many science teachers of K-8 hold alternative conceptions about the models of the solar system. Most of the 14 teachers in the study believed that the geocentric model should not be used in classroom instruction because they thought that it was wrong. It was found that they justified their knowledge claims by following common sense, authority, pragmatism, or relativism. Their long-held beliefs, lack of observational experience, and resistance in switching between two models made it difficult for them to have a deep understanding of the relationship of the two models. Specific teaching strategies addressing these learning difficulties on this topic are proposed. (Contains 4 tables, 1 figure, and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10