Using a Planetarium Software Program to Promote Conceptual Change with Young Children

Hobson, Scott; Trundle, Kathy Cabe; Saçkes, Mesut

doi:10.1007/s10956-009-9189-8

Cited by 56 publications

(33 citation statements)

References 29 publications

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“…This finding is consistent with other studies such as: Bell and Trundle (2006, 2008, , Trundle and Bell (2010), and Hobson et al (2010). As an example, Bell and Trundle (2008) showed that 82% (pretest = 0%) of participants held a scientific understanding of the cause of the phases of the moon after instruction, whereas the present study showed that 71% (pretest = 17%) of the participants held a fully scientific view after the instructional treatment.…”

Section: Use Of Planetarium Softwaresupporting

confidence: 92%

“…However, similar findings are also reported in studies investigating conceptual understanding of lunar phases of elementary school students (Trundle et al, 2007a, Hobson et al, 2010 as well as. A case can be made that findings reported in the present study could be extended to younger learners since similar results are obtained with both young learners, and adult learners, Trundle et al (2006).…”

Section: Limitationssupporting

confidence: 86%

“…Similar findings were also reported in Hobson et al (2010). Smetana and Bell (2012) in a critical review of literature relating to the use of computer simulations in science education can facilitate conceptual change.…”

Section: Computer Simulation Examples From Space Science Educationsupporting

confidence: 81%

“…However, special care should be taken when making such extensions. For younger learners, a semi-structured interview protocol, such as is described in Trundle et al (2006Trundle et al ( , 2007 and Hobson et al (2010), would be a better than a forced-choice instrument. The use of the forced choice instruments such as the LPCI and the Abridged-LPCI are not generally recommended for younger learners.…”

Section: Limitationsmentioning

confidence: 99%

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

Alexander¹

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The teaching of lunar phases to pre-service elementary teachers is important since lunar phases and the relationship of the earth-moon-sun system are specifically stated in the national science education reform documents. Moreover, Benchmarks for Science Literacy (Benchmarks) (American Association for the Advancement of Science, 1993), National Science Education Content Standards (NSES) (National Research Council, 1996), as well as Next Generation Science Standards (NGSS) (National Research Council, 2013) give specific recommendations for making use of physical models to help students understand the geometry of the sun-earth-moon system that is critical for understanding phases of the moon. Each of these documents view concepts of lunar phases as foundational for understanding the sun-earth-moon system. Additionally, these national reform documents have been modified by many states to serve as a basis for their state science education standards.Pre-service elementary teachers' conceptions of shape, sequence, and scientific understanding of the cause of moon phases improve both statistically and substantively after inquiry-based, conceptual change instructional intervention based on a computer simulation. More specifically, planetarium software was found useful to facilitate a constructivist approach to science education where the students constructed their own understanding of lunar phases by the use of this inquiry-based, conceptual change approach. Gains in conceptual understanding were measured by a semi-structured interview protocol as well as the LPCI and an Abridged-LPCI that is a version of the LPCI that includes only the questions that align directly with the interview protocol.The Abridged-LPCI results correlate better than the LPCI with the semi-structured interview protocol. Although there were statistically significant correlations, they were not practically significant. Student interviews, as well as student daily written reflections, provided data that helped to illuminate the conceptual change process and are not available from forced-choice instruments.Additionally, there are no statistical or substantive differences in achievement between students who collect moon observation data in a whole class setting versus those who collect this data working with the computer simulation in pairs. In general, the factors measured from the writing of student reflections were not significantly correlated with measures of conceptual gains although they can provide insights into the learning process.And finally, the Styrofoam™ ball (scientific model) activity was found to be a significant instructional component that positively impacted improvement of scientific conceptions of moon phases. Only 2 of 12 possible correlations between student reflection and LPCI were statistically significantly positively correlated and none of the 12 possible correlations for the Abridged-LPCI were statistically significantly correlated with student reflections, although they were not practically significant.Moreover, ...

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Section: Use Of Planetarium Softwaresupporting

confidence: 92%

Section: Limitationssupporting

confidence: 86%

Section: Computer Simulation Examples From Space Science Educationsupporting

confidence: 81%

Section: Limitationsmentioning

confidence: 99%

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

Alexander¹

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“…Such change is crucial as it can subsequently be applied to real world problem solving [2], [3]. Studies have shown positive impact when conceptual change approach to learning is implemented [4], [5]. A study by Hobson and colleagues [5] for instance has shown that students demonstrated positive change in conceptual understanding about lunar concepts when conceptual change approach was implemented.…”

Section: Introductionmentioning

confidence: 99%

Roles of Affect in Conceptual Change Modeling

Ting

Sam

Khor

et al. 2014

2014 Sixth International Conference on Intelligent Human-Machine Systems and Cybernetics

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Incorporating affect into conceptual change modeling for a computer-based scientific inquiry learning environment is difficult. The challenges mainly stemmed from three perspectives: first, to identify the appropriate variables of affect that influence conceptual change; second, to determine the causal dependencies between the variables of affect and the variables of conceptual change; third, to perform assessment on the evolving states of affect as a student interacts with computer-based learning activities. This research work employed Bayesian Networks as an attempt to tackle the challenges. Three Bayesian Network models of conceptual change were proposed and integrated into INQPRO, a educational program developed in this research work. The first model has only nodes of conceptual change, while the second and the third model have nodes of affect component. Two phases of empirical study were conducted involving a total of 143 students and the findings suggested that the third model that has nodes of affect had outperformed those models without them.

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Teaching and Learning Science in Early Childhood Care and Education

Akerson

2019

The Wiley Handbook of Early Childhood Care and Education

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Using a Planetarium Software Program to Promote Conceptual Change with Young Children

Cited by 56 publications

References 29 publications

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

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

Roles of Affect in Conceptual Change Modeling

Teaching and Learning Science in Early Childhood Care and Education

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