Public Misconceptions about Astronomy

Acker, Adrian; Pecker, Jean‐Claude

doi:10.1017/s025292110008684x

Cited by 5 publications

(4 citation statements)

References 1 publication

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“…It also seems reasonable to conclude that learning about the solar system, like so many other areas of science, is a constructive process, one that appears to take place mainly through acts of personal and social cognition rather than direct transmission (Sharp, Bowker, & Merrick, 1997). Interestingly, while the solar system presents its own particular challenges for primary aged children, the same is also true of high school students (Suzuki, 1998;Taylor, Barker, & Jones, 2003;Trumper, 2001), teachers and trainees (Parker and Heywood, 1998;Spiliotopoulou & Ioannidis, 1996;Summers & Mant, 1995;Trumper, 2003), and members of the general public (Acker & Pecker, 1988;Durant, Evans, & Thomas, 1989;Lightman, Miller, & Leadbetter, 1987). The constructive nature of children learning about the solar system will, of course, be investigated further here, together with the notion of chaos in cognition.…”

Section: Review Of Literaturementioning

confidence: 99%

Children's ideas about the solar system and the chaos in learning science

Sharp

Kuerbis

2005

Sci. Ed.

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ABSTRACT:Findings from a quasi-experimental study of children's ideas about the solar system and how these ideas changed in response to a 10-week intervention period of formal astronomy teaching at a single primary school in England are presented in detail. Initial interviews with all of the 9-to 11-year-olds involved revealed a relatively poorly developed prior knowledge base, and this was reflected in the predominantly intuitive and transitional nature of the different mental models expressed and used when answering questions and completing tasks. Following intervention, progression was evident in many different forms and this could be described and measured both qualitatively and quantitatively. The routes and pathways toward scientific conceptualization were often direct, and most changes could be attributed largely to the processes of weak and radical knowledge restructuring. Together with the retention of newly formed ideas over time, learning outcomes were considered particularly encouraging. In order to explain findings more fully, evidence is presented which lends some support to the notion of chaos in cognition.

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Section: Review Of Literaturementioning

confidence: 99%

Children's ideas about the solar system and the chaos in learning science

Sharp

Kuerbis

2005

Sci. Ed.

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“…Ellen and Robyn explained that the moon's appearance sometimes looked different due to the sky covering or hiding it, while Lizbeth assumed the moon changed at will. As reported earlier, most young children, when using an object blocking notion, stated that the moon's appearance changed due to cloud coverage (Acker & Pecker, 1988; Baxter, 1989, 1995; Dunlop, 2000; Sharp, 1996). Recall that in the Haupt (1950) study, the majority of the children speculated that the moon's shape change was due to clouds.…”

Section: Discussionmentioning

confidence: 60%

“…Several research studies described young children using a ‘blocking' notion, such as clouds covering the moon, to explain why the moon's appearance changes (Acker & Pecker, 1988; Baxter, 1989, 1995; Dunlop, 2000; Sharp, 1996). Haupt (1950) researched first grade children's understanding of what caused the moon to have different shapes.…”

Section: Developmental Modes Of Thought Of Scientific Concepts Concermentioning

confidence: 99%

A Case Study of Three Childrens' Original Interpretations of the Moon's Changing Appearance

Wilhelm¹

2009

School Sci & Mathematics

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A case study of three children was conducted to shed light on the process that children undergo in developing their understanding of physical phenomena. Using the notion of spontaneous construction and its relationship with school learning of scientific concepts, children's early thoughts of the moon's appearance were explored. Research questions were primarily concerned with how children view the moon's appearance, explain how and/or why its appearance changes, quantify the moon's size and its distance to Earth, and explain the moon's illumination. A Piagetian interview was conducted with each child and then each was asked to tell a story about the moon. The external interest of this research study involves when and why do children develop the commonly held Earth's shadow alternative conception as the cause of the moon's phases. The findings show that children have stories and experiences that give meaning to the existence of such things as the moon, stars, sun, and clouds. Similarities were found in the children's interpretations with regard to their natural tendencies to animate celestial objects. Clues were discovered of cultural influence such as family, personal observations and experiences, books, pictures, car travel, and even a strategically placed Palladian window.

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“…The findings presented here are shown in a compacted form, yet still show the general trend of 'basic astronomical models' held by undergraduate astronomy students. Although no other research exists in this field, the data does follow from other researchers' findings such as Acker and Pecker (1990), who quizzed the general public, and also those of Durant (1989).…”

Section: Conclusion To the Surveysmentioning

confidence: 76%

Alternative frameworks amongst University of Plymouth Astronomy Students

Broughton

1998

International Astronomical Union Colloquium

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In recent years much research into conceptual understanding of science has been carried out. Oddly, Astronomy (one of the smallest sciences in terms of pupil numbers) is possibly one of the most widely studied subjects, with numerous papers being produced revealing the intuitive ideas of (usually) young school children. Within these papers it is generally recognised that if students cannot assimilate the fundamental concepts of a subject, then their own initial frameworks are altered accordingly, producing mis-conceptions.Much of this research into pre/mis-conceptions, alternative frameworks etc, has been concerned with the knowledge of gravity or the shape of the Earth, the Sun and other such bodies. Another area heavily researched is that of phases/eclipses, and how the young children of today perceive these phenomena.The research presented here takes the findings from earlier papers and extends it by assessing astronomy students at the University of Plymouth.

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Public Misconceptions about Astronomy

Cited by 5 publications

References 1 publication

Children's ideas about the solar system and the chaos in learning science

Children's ideas about the solar system and the chaos in learning science

A Case Study of Three Childrens' Original Interpretations of the Moon's Changing Appearance

Alternative frameworks amongst University of Plymouth Astronomy Students

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