The Effect of Guided Inquiry-Based Instruction on Middle School Students’ Understanding of Lunar Concepts

Abstract

This study investigated the effect of non-traditional guided inquiry instruction on middle school students' conceptual understandings of lunar concepts. Multiple data sources were used to describe participants' conceptions of lunar phases and their cause, including drawings, interviews, and a lunar shapes card sort. The data were analyzed via a constant comparative method to produce profiles of each participant's conceptual understandings and nonparametric tests also were used. Results revealed very positive performance for observable moon phases and patterns of change, as well as the cause of moon phases. Results indicated that significantly more participants shifted from drawing nonscientific shapes on the pretest to drawing scientific shapes on the post-test. Results for the drawings of moon phase sequences were similar in that significantly more participants shifted from drawing alternative waxing and waning sequences on the pretest to drawing scientific sequences on the post-test. Also, significantly more participants shifted from alternative understanding of the cause of the moon phases on the pretest to scientific understanding on the post-test. Implications of these findings and recommendations for further research are provided.

Preservice Science Teachers' Beliefs about Astronomy Concepts

“…There are a number of studies about astronomy concepts focusing on different levels: early childhood education [16][17][18][19][20], elementary school students [21][22][23], high school students [2,[24][25][26][27], university students [28][29][30][31][32][33][34][35][36][37] and teachers [28,38]. The results of these studies indicated that students have misconceptions about basic astronomy concepts.…”

A Investigação Científica-Cultural Como Forma De Superar O Encapsulamento Escolar: Uma Intervenção Com Base Na Teoria Da Atividade Para O Caso Do Ensino Das Fases Da Lua

“…Esse resultado é corroborado por muitos outros estudos que colocam a elaboração conceitual de um modelo para o fenômeno lunar como desafiador para a maioria dos sujeitos, independentemente da idade ou anos de escolaridade (Camino, 1995;Kalkan & Kiroglu, 2007;Kavanagh, Agan, & Sneider, 2005;Kikas, 1998;Mulholland & Ginns, 2008;Plummer & Zahm, 2010;Trevisan & Puzzo, 2006;Trundle, Atwood, Christopher, & Sackes, 2010). Trabalhos que analisaram a concepção dos professores mostram que, apesar deles serem mais conscientes das contradições ou incoerência em suas compreensões, eles falham ao elaborar um modelo científico adequado (Leite, 2006;Lelliott & Rollnick, 2010;Parker & Heywood, 1998;Stahly, Krockover & Shepardson, 1999).…”

Scientific Concepts during Childhood, Development of

“…In such a learning environment, children are more likely to construct a scientific understanding of the targeted natural phenomena through restructuring of their existing alternative understandings (Anderson, 2002(Anderson, , 2007Trundle et al, 2010). Inquiry-based instruction includes hands-on activities with sense-making discussions and requires the active participation of learners.…”