Third grade students' ideas about the lunar phases

Abstract

The purpose of this study was to examine third-grade students' ideas about the lunar phases prior to and following an instructional period designed to promote students' conceptual change. Four third-grade students enrolled in an elementary school near a large midwestern university participated in this study. Qualitative methods of interviewing and observation were used to identify students' conceptions of the lunar phases. Analytical induction was used to analyze data collected in the forms of researcher notes and transcriptions of audio-and videotaped interviews and lessons. The results of this study indicated that students held individual views that were scientifically accurate; however, they also held conceptions that were scientifically inaccurate. In addition, the results demonstrate that students are capable of making conceptual changes; however, they also continued to hold views that were inconsistent with the scientific perspective.

Formação De Professores E Seus Saberes Disciplinares Em Astronomia Essencial Nos Anos Iniciais Do Ensino Fundamental

“…As concepções sobre fases da Lua também já foram alvo de levantamentos no movimento das pré-concepções, tais como em Brewer, Lightman e Sadler, estudados por Trumper (2001); Baxter (1989);Camino (1995); Peña e Quilez (2001); Stahly (1999);Trumper (2001); e Zeilik (1998). Novamente, apoiamo-nos em Baxter (1989) para sintetizar as noções deste fenômeno, conforme a Figura 4.…”

Simulating Science: Using a Computer to Facilitate Conceptual Change for Moon Phases

“…The data analysis approach for levels of conceptual understanding for lunar phases was developed by Trundle and various collaborators Bell & Trundle, 2007;and Trundle et al, 2002and Trundle et al, , 2004. The coding shown in table 4 and the types of scientific understanding were developed by Trundle and collaborators using previous research (Callison & Wright, 1993, Stahly et al, 1999 to develop an understanding of the various alternative conceptions that participants might have. The coding of each interview adapted the protocol as described in Trundle et al (2002Trundle et al ( , 2007 and is described and listed in Table 4 below.…”

“…The 3-D models were also constructed with the use of Styrofoam® balls (scientific models). Stahly et al (1999) found that repeated instructional activities facilitated conceptual change for lunar concepts, albeit for third graders. So having the student participants build their mental models in a variety of ways was beneficial and addressed their alternative conceptions.…”

“…This change in mental models can be a rough framework for changing mental models of lunar phase concepts. Stahly, Krockover, and Shepardson (1999) also continued the theme of Baxter (1989) and studied the alternative conceptions that third grade school students specifically have regarding phases of the moon in greater detail. Similar to Vosniadou and Brewer (1994), Stahly et al (1999) studied how a student's mental model of lunar phase topics can change over time.…”

“…The students specifically had difficulty with incorporating the concept of eclipses and the earth's rotation into a mental model of the lunar phases. Hermann and Lewis (2003) attempt to build on the work of Stahly et al (1999) but their study had many weaknesses. The instrument itself was severely flawed because at least one of the "correct" answers for the multiple-choice instrument was in fact in error.…”