Student Moon Observations and Spatial-Scientific Reasoning

Autor/inn/en	Cole, Merryn; Wilhelm, Jennifer; Yang, Hongwei
Titel	Student Moon Observations and Spatial-Scientific Reasoning
Quelle	In: International Journal of Science Education, 37 (2015) 11, S.1815-1833 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1052861
Schlagwörter	Grade 6; Astronomy; Science Education; Spatial Ability; Scientific Concepts; Thinking Skills; Earth Science; Regression (Statistics); Predictor Variables; Journal Writing; Gender Differences; Teaching Experience; Pretests Posttests; Scores; Notetaking; Writing Assignments; Teaching Methods; Middle School Students; Urban Schools; Observation; Teacher Surveys; Statistical Analysis; Questionnaires + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Astronomie; Naturwissenschaftliche Bildung; Räumliches Vorstellungsvermögen; Denkfähigkeit; Earth sciences; Geowissenschaften; Regression; Regressionsanalyse; Prädiktor; Zeitschriftenaufsatz; Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Beobachtung; Statistische Analyse; Fragebogen
Abstract	Relationships between sixth grade students' moon journaling and students' spatial-scientific reasoning after implementation of an Earth/Space unit were examined. Teachers used the project-based Realistic Explorations in Astronomical Learning curriculum. We used a regression model to analyze the relationship between the students' Lunar Phases Concept Inventory (LPCI) post-test score variables and several predictors, including moon journal score, number of moon journal entries, student gender, teacher experience, and pre-test score. The model shows that students who performed better on moon journals, both in terms of overall score and number of entries, tended to score higher on the LPCI. For every 1 point increase in the overall moon journal score, participants scored 0.18 points (out of 20) or nearly 1% point higher on the LPCI post-test when holding constant the effects of the other two predictors. Similarly, students who increased their scores by 1 point in the overall moon journal score scored approximately 1% higher in the Periodic Patterns (PP) and Geometric Spatial Visualization (GSV) domains of the LPCI. Also, student gender and teacher experience were shown to be significant predictors of post-GSV scores on the LPCI in addition to the pre-test scores, overall moon journal score, and number of entries that were also significant predictors on the LPCI overall score and the PP domain. This study is unique in the purposeful link created between student moon observations and spatial skills. The use of moon journals distinguishes this study further by fostering scientific observation along with skills from across science, technology, engineering, and mathematics disciplines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01