Tried and True: Planetary Properties: A Systems Perspective

Rubin, KeriAnn; Plummer, Julia D.; Palma, Christopher; Spotts, Heather; Flarend, Alice

doi:10.2505/4/ss14_037_09_68

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We do not consider learning to group the planets according to their composition to be a challenge for students; instead, our findings suggest students need more opportunities to learn about the planets as a system where planets can be grouped by similar features. Organizing instruction on the properties of planets around the features explained by the formation model instead of having students learn about planets as isolated objects may help teachers move students towards connecting these patterns to how the Solar System formed (Rubin, Plummer, Palma, Spotts, & Flarend, 2014).…”

Section: Discussionmentioning

confidence: 99%

Development of a Learning Progression for the Formation of the Solar System

Plummer

Palma

Flarend

et al. 2015

International Journal of Science Education

Self Cite

View full text Add to dashboard Cite

This study describes the process of defining a hypothetical learning progression (LP) for astronomy around the big idea of Solar System formation. At the most sophisticated level, students can explain how the formation process led to the current Solar System by considering how the planets formed from the collapse of a rotating cloud of gas and dust. Development of this LP was conducted in 2 phases. First, we interviewed middle school, high school, and college students (N = 44), asking them to describe properties of the current Solar System and to explain how the Solar System was formed. Second, we interviewed 6th-grade students (N = 24) before and after a 15-week astronomy curriculum designed around the big idea. Our analysis provides evidence for potential levels of sophistication within the hypothetical LP, while also revealing common alternative conceptions or areas of limited understanding that could form barriers to progress if not addressed by instruction. For example, many students' understanding of Solar System phenomena was limited by either alternative ideas about gravity or limited application of momentum in their explanations. Few students approached a scientific-level explanation, but their responses revealed possible stepping stones that could be built upon with appropriate instruction.

show abstract

Section: Discussionmentioning

confidence: 99%