Investigation of the Preservice Science Teachers’ Astronomy Conceptions via Planetarium Trip

Abstract

-Today's educational and teaching activities comprise of the planned learning environments, including the informal learning environments and the field trips planned to be made to these environments (planetarium, museum, zoo, etc.), continuing for the whole life in a manner using all the available resources. In such activities, the teachers play a key role. The objective of the study within this context is to reveal the definitions and knowledge levels of the preservice science teachers (PSTs), including their opinions on planetarium and the contribution to science and astronomy education with preliminary and final tests with regards to the trip made to the planetarium, which is accepted to be as an environment for informal learning environments. The preliminary test of the study, where the phenomenological pattern was used as one of the qualitative research methods was fulfilled with 29 preservice science teachers (24 female, 5 male), while the final test process was fulfilled with 44 preservice science teachers (33 female, 11 male). The Planetarium Trip Survey Form (PTSF), developed by the researchers and comprising of open-ended questions was used as the preliminary-final tests. At the end of the research, positive changes were observed on the concepts of planetarium trip and the astronomy for the preservice science teachers, as well as providing suggestions for the respective research and the researchers, who plan to carry out similar studies.

“Planetaryum” Konusunda Yayınlanan Eğitim Araştırmaları Makalelerinin Web of Science Veri Tabanına Dayalı Bibliyometrik Değerlendirilmesi

“…Planetaryumlar özellikle soyut konuların anlaşılmasını kolaylaştırmak ve başta astronomi olmak üzere coğrafyadan biyolojiye kadar birçok alanda üç boyutlu görsel düşünme yapısını güçlendirmek adına kullanılabilecek sinema benzeri mekânlardır (Türk, 2010;Özcan ve Yılmaz, 2018). Planetaryumlarda özellikle astronomi ile ilgili simülasyonlar kubbeye yansıtılmakta ve bir sanal-gerçeklik oluşturulmaktadır.…”

Pre-Service Science Teachers’ Opinions About the Planetarium

“…Pre-service teachers are considering using the planetarium in science lessons. Özcan and Yılmaz (2018) also reported the opinions of pre-service teachers that they would use in their science and astronomy lessons after the trip to the planetarium. On the other hand, Dönel Akgül and Arabacı (2020) stated that among the teachers who participated in their research, there was a substantial number who did not use the out-of-school learning environment throughout their professional life.…”

“…On the other hand, students stated that a lesson held in the planetarium helped them understand the subjects better, and they learned by having fun. Efe (2019) also stated in his study that planetariums were places where students had the most fun; Aksu and Umdu Topsakal (2017) stated that planetariums positively affected students' attitudes towards science and students enjoyed the planetarium trip; Özcan and Yılmaz (2018) stated that as a result of the planetarium trip of science teacher candidates, there were positive changes in astronomy concepts; Bozdoğan and Ustaoğlu (2016) concluded that the pre-service teachers provided permanent and meaningful learning to embody the abstract science concepts of the planetarium. Bozdoğan and Ustaoğlu (2016) also organized a trip to Samsun Ondokuz Mayıs University Planetarium in the 2014-2015 academic year with 31 science teachers and investigated their thoughts on planetariums.…”

CERN Teacher’s Program Review in the Context of Interactive Learning Environments

“…The environment draws attention as an essential source of inspiration in the production of scientific discourse. Learning is not only limited to classrooms but also takes place outside the school (Gülen & Bozdoğan, 2021;Karamustafaoğlu & Ermiş, 2020;Özcan & Yılmaz, 2018). Thus, it is emphasized that formal teaching at school should be supported by informal learning environments (Bozdoğan & Yalçın, 2006).…”

“…Therefore, the number of activities carried out in informal learning environments for teachers should be increased, and teachers' shortcomings in this area should be eliminated (Batman, 2020;Çavuş et al, 2013). There are generally studies in the literature to investigate teachers' opinions on informal learning environments (Aslan, 2020;Büyükkaynak, Ok & Aslan, 2016;Batman, 2020;Çavuş et al, 2013;Demir & Armağan Öner, 2018;Dilli, 2017;Dönel Akgül & Arabacı, 2020;Duman, 2022;Ertuğrul & Karamustafaoğlu, 2020;Köseoğlu & Türkmen, 2020;Ocak & Korkmaz, 2018;Özcan & Yılmaz, 2018;Selanik Ay & Erbasan, 2016;Soylu & Karamustafaoğlu, 2020). In the international literature, studies investigating the effects of using activities developed by teachers in informal learning environments were found (Kim & Dopico, 2016).…”