ERG SES E 07, Context and Content in Education
Phases of the moon is a challenging topic to teach and learn in the context of middle school science education. Considering the previous research studies, profound agreement about the existence of misconceptions belonging to many students and teachers has been indicated. Looking at various studies, it is revealed that these misconceptions in phases of the moon have generally emerged due to the characteristic of the subject matter regardless of the cultural differences (Bayraktar, 2009; Driver, 1991). Accordingly, visualization of relationship between the earth, the sun and the moon in three dimension and explaining the role of the position of observer while observing the moon are among the challenging steps which make this concept difficult to learn (Suzuki, 2002). In addition, distance among and sizes of astronomical objects do not seem to be very familiar for us while considering our daily life experiences. In order to acquire sound conceptual understanding regarding many astronomy concepts, students should be well equipped with the adequate spatial ability to visualize, rotate and transform objects in their mind (Vosniadou & Brewer, 1987). Students’ lack of these abilities were declared as one of the sources of students’ learning difficulty in astronomy including phases of the moon issue (Heyer, Slater, & Slater, 2013).
Based on descriptive findings, some studies were conducted to find out appropriate teaching strategies for overcoming learning difficulties. Their results revealed that approaches stemming from constructivist learning theory were more effective than traditional teaching. In other words, teaching approaches such as inquiry, model based teaching, and combination of different techniques which facilitate students to construct their own knowledge were appropriate for students’ learning in the phases of the moon (Callison & Wright, 1993; Hobson, Trundle, & Saçkes, 2010; Trundle & Bell, 2010; Ucar, 2008). However, previously Cohen (1982) pointed out that even appropriate teaching techniques might cause misconceptions. Thus, teachers were pointed out to have critical responsibilities in detecting misconceptions of students and ensuring sound understandings regarding phases of the moon. In order to achieve this goal, teachers should be aware of not only appropriate ways to teach but also the characteristics of the topic and difficulties students face. In this aspect, this study aimed to delving into a beginning science teacher’s knowledge of curriculum, knowledge of student, and knowledge of teaching strategies. Thus, the following research questions guided the current study;
i) What is the middle school science teacher’s knowledge of curriculum in phases of the moon?
ii) What is the middle school science teacher’s knowledge of student with respect to phases of the moon?
iii) What is the middle school science teacher’s knowledge of teaching strategy for teaching phases of the moon?
Bayraktar, Ş. ̧. (2009). Pre-service primary teachers’ ideas about lunar phases. Journal of Turkish Science Education, 6(2), 12–23. Callison, P. L., & Wright, E. L. (1993). The effect of teaching strategies using models on preservice elementary teachers conceptions about Earth-Sun-Moon relationships. Annual Meeting of the National Association for Research in Science Teaching. Atlanta, Georgia. Cohen, H. G. (1982). Relationship between locus of control and the development of spatial conceptual abilities. Science Education, 66(4), 635–642. Driver, R. (1991). Culture clash: children and science. New Scientist, 1775(46). Henze, I., van Driel, J. H., & Verloop, N. (2008). Development of Experienced Science Teachers’ Pedagogical Content Knowledge of Models of the Solar System and the Universe. International Journal of Science Education, 30(10), 1321–1342. Heyer, I., Slater, S. J., & Slater, T. F. (2013). Establishing the emprical relationship between non-science majoring undergraduate learners ’ spatial thinking skills and their conceptual astronomy knowledge. Latin-American Journal of Astronomy Education, (16), 45–61. Hobson, S. M., Trundle, K. C., & Saçkes, M. (2010). Using a planetarium software program to promote conceptual change with young children. Journal of Science Education and Technology, 19(2), 165–176. Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge. Dordrecht: Kluwer Academic Publishers. Suzuki, M. (2002). Conversations about the Moon with Prospective Teachers in Japan. Science Education, 87, 892–910. Trundle, K. C., & Bell, R. L. (2010). The use of a computer simulation to promote conceptual change: A quasi-experimental study. Computers and Education, 54(4), 1078–1088. Ucar, S. (2008). The effect of simulation-based and model-based education on the transfer of teaching with reagard to moon phases. Journal of Baltic Science Education, 13(3), 327–338. Vosniadou, S., & Brewer, F. (1987). Theories of knowledge restructuring in development. Review of Educational Research, 57(1), 51–67.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.