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Asia-Pacific Forum on Science Learning and Teaching, Volume 16, Issue 1, Article 1 (Jun., 2015) |
During the LLAESSC, basic primary school student level astronomy concepts were studied and reinforced with activities. The students were asked some questions both before and after the LLAESSC; findings were reached based on their responses. The findings obtained are given below accordingly with the related research questions.
1. Did LLAESSC make a difference in participants’ understanding of scientific knowledge?
The analysis result of SKS scores of participants from RPBS and SSCPI indicating the effects of LLAESSC on student’s understanding of scientific knowledge was given in Table 5.
Table 5. Paired sample t-test results of SKS scores of RPBS and SSCPI participant
Participants
SKS
N
ss
sd
t
p
RPBS
Pretest
17
61.56
5.56
16
1.026
0.321
Posttest
17
63.43
6.65
SSCPI
Pretest
19
61.52
7.47
18
0.143
0.888
Posttest
19
61.84
5.41
*p<.05
It is seen from Table 5 that, RPBS participants’ SKS pretest and posttest average scores were close to each other and the difference between pretest and posttest average scores was not significant (p=0.321>.05). The SSCPI participants’ SKS pretest and posttest average scores were quite close to each other. Therefore, no significant difference was observed between this group’s pretest and posttest results (p=0.888>.05).
2. Did LLAESSC make a difference in participants’ achievement levels about their concepts of the Earth and Universe?
Analysis results identifying the effects of LLAESSC on participants’ achievement about the Earth and Universe are given in Table 6.
Table 6. RPBS and SSCPI participants EUAQ Paired sample t test Results
Participants
EUAQ
N
ss
sd
t
p
RPBS
Pretest
17
13.41
4.88
16
1.032
0.037*
Posttest
17
16.76
3.57
SSCPI
Pretest
19
12.89
3.51
18
1.045
0.310
Posttest
19
14.15
4.13
*p<.05
In Table 6, it is seen that pretest and posttest averages for RPBS participants were different and at the same time significant (p=0.037<.05). No significant difference was observed between the SSCPI participants’ pretest and posttest average scores (p=0.310>.05).
Responses to the Interview Questions about the Earth and Universe (IQEU) to the EUAQ administered to the participants both at the beginning and at the end of LLAESSC
In general meaning, although the interview questions were semi structured, participants were asked to give reasons for their thoughts which turned the interview questions into open-ended form. The before and after LLAESSC sample student responses were compared for each student and are provided belowwith researcher comments.
“Is it possible to observe the entire surface of the moon from the point we are? Explain the reasons.”
Before the activities, one sample student responded, “No”; while another student replied, “It is possible because objects in space can be observed with the help of telescopes”. At the end of the activity, the student who had previously given the “No” response stated, “The moon is not seen by us three dimensionally since we see it one sided”. The student who had previously responded, “It is possible” changed his mind and said, “No”. As a justification for his answer he added “One side of the moon is dark and we only see one side of the moon”. Responses to these questions indicate that before the LLAESSC students had incorrect and/or inadequate knowledge. Consequently, the previous vague image in the students’ mind about seeing the whole moon was clarified by the conducted activities.
“What color are the stars? Explain the reason for your answer”
Three students were chosen as samples for this question. Prior to the activity their response was “White”. After the activity the first student’s response was, “There are white, orange, blue and old stars.” The second student’s response was, “They are white, red, blue and red when they are close to dying.” The third student replied “White, old ones are red and ones close to dying become orange.”
These responses indicate that students realized that stars have different developmental periods from birth until death, and may be different colors during different periods, but they do not clearly understand the relation between the colors and developmental periods.
Although the participant students has general knowledge about moon and stars, their knowledge became more detailed after the activity. Accordingly, it was concluded that the related activities were effective tools for established learning.
“Briefly explain the causes of the formation of seasons”
The question was asked to six students. Prior to the LLAESSC, three of them replied, “It’s related with the axis of the earth, the axis of the Earth causes, in summer the sun gets closer in winter it moves away.” At the end of the activity, the same students answered the same question as, “The Earth revolves with a 23.5° tilted axis.” and “Earth's rotation around Sun and 23° inclination”. Another student responded, “The earth is moving around the sun in an oval orbit and has an inclined axis.” In this case it can be argued that students can reason about the formation of the seasons or have some knowledge about it but they do not have a clear understanding. The activities completed on this topic reached their aim to a large extent. This question is aimed at enabling students to understand that the Earth is affected by events due its shape. As the causes of season formation is understood by the students, the aim is achieved to some extent.
3. How did the LLAESSC students’ from RPBS and SSCPI express their opinions about the Earth and the Universe in their compositions and pictures?
The colors the participants used and the pictures they drew can be seen as visual resources with which children can easily present the views and images they have in their heads. In this case, the researchers asked the participants to draw a picture reflecting their conceptions about the Earth and the Universe. In general terms, the children imagined a colorful universe. Some children were affected by the stories told about the scientists who contributed to the development of astronomy and they chose to use them in their pictures. The samples of the pictures are presented with comments below.
Picture 1-A student – Researchers’ comments:
Fig 1 1-A student`s picture
This picture shows that the student perceives the universe as a colorful, crowded place but at the same time it moves in a certain order. The smile on the face of sun (near the right bottom) indicates that it is known as friendly, familiar and different from other stars. The explosions and burning in the stars are represented by two images. Depicting the Earth so big in the center means the child is looking at space from where he lives, loves and cares about it primarily. It is assumed that different areas with different colors separated from one another indicate the magnitude of the space with different parts. This picture can be seen as a picture where the child presented his understanding of space.
Picture 2-B student - Researchers’ comments:
Fig 2 2-B student`s picture
This picture illustrates the shift from the Earth centered universe model accepted by the Middle Age Christian world, to the sun centered universe model. With small messages (they built a wall in the sky) restraints on space studies in the middle ages, on the other hand the freedom in Samarkand, the Islamic world during the middle ages and the star catalogue examples are given. Two different perspectives are quite clearly depicted. In conjunction with all of them, it is seen that the child gained knowledge and developments about astronomy studies in two different cultures in middle ages, was influenced by it, and illustrated it.
Picture 3-C student - Researchers’ comments:
Fig 3 3-C student`s picture
It is thought that the student aiming to show us the similarities and differences between a Galileoscope and a Telescope and for what reasons and how they are used. The well-known Ursa Major, Pole Star and falling star were drawn from student’s perspective. At the same time the rotation direction of the planet and its satellites and the color of Mars are remarkable.
Picture 4-D student - Researchers’ comments:
Fig 4 4-D student`s picture
4-D student interpreted “the sun centered universe model” in his picture as that the sun is smiling from the corner to other stars and space objects, and watching what is going on there. In his expression, he emphasizes that our Earth is colorful and remarkable, which is rotating around the sun. The number of stars and other planets means that the vastness of the space even in the further places. However, the sun looks perceived different and bigger than other stars and space objects. He interpret the sun is different and bigger than others, because he thinks that the sun is the only star that lightens and heats the Earth. It can be seen on the picture that the child tried to draw burning stars (comet) with two scratches at the top of the planets. It is thought that the student also tried to draw Saturn with two rings. By the telescope image under the sun, he expresses that the space can be observed in detail. But, the location of telescope out of Earth in the space can be interpreted as human wonders and wants to learn the space.
Writing 1–A student – Researchers’ comments: Students’ writings were read one by one and two of them were randomly chosen and analyzed in this article. At the end of the analysis the students’ knowledge about the content of astronomy, scientist studied in astronomy, the development of astronomy throughout history, and the students’ comments about subjects related to astronomy were considered and their relationship with the subject were attempted to be understood.
The first child whose writing was analyzed indicates that he acquired a considerable amount of knowledge about astronomy.
“Astronomy is a discipline that existed as a result of people’s interest in space, the Earth and planets. In ancient ages people didn’t have much knowledge about space, the Earth and planets. Because of the oppression of the church the Earth was known to have a flat surface. People who contradicted the church’s ideas were taken to court and punished. As time passed, scientists like Fergani(Al-Fargani), Galileo, Aristotle, Biruni (Al-Biruni) came onto the stage. As a consequence of the experiments they did they proved that the shape of the Earth is ellipsoid and that the center of our solar system was the sun and the earth and other planets rotated around the sun. After that, they founded observatories to advance their studies.”
It was understood from the provided examples that the students are aware of what astronomy is, and of the important developments in astronomy, the student reference the attitudes of people towards astronomy over time and the trained scientists. The student emphasized the development of astronomy from the ancient ages through present times, and the difficulties that the scientists faced. The names of well-known scientists trained in this field are given and in general terms their contributions were mentioned as well can be clearly seen in the writing. In the following part of the writing the student mentioned that space observation was done with some equipment and the names of some planets that observed.
“In observatories, bigger and more complicated scientific equipment was invented in order to examine the sky and planets. With the help of this equipment they observed planets like Mars, Saturn, Venus, and Jupiter more easily. Scientists had difficulties while doing these studies. Moreover, Galileo who contradicted the church’s decision was sentenced to house detention. Briefly, scientists devoted their lives to educate and enlighten us and explore space. As a result of scientists’ studies we were able to learn about space, the Earth and planets, may be here is the lesson we should get; “Societies which do not value science never advance to the future and without effort nothing can be learnt.”
It is understood from the above paragraph that the student is aware of the equipment used in space observation and of the different planets. Mentioning scientists who have worked in astronomy, especially Galileo indicates that the student is aware of the value given to science. The student’s last sentence especially explains this awareness clearly “Societies which do not value the science never advance to the future and without effort nothing can be learnt.”
Writing 2–B student – Researcher comments: This is quite an original work as the student put himself in the shoes of Galileo and wrote in accordance with the knowledge he had. The writing is totally sincere, there are dialogues and judgments and it is a flexible writing. It is structured around Galileo’s idea that the Earth rotates around the sun and the unfair treatment he was exposed to because of his idea. These treatments were emphasized each time. At the beginning of the writing the knowledge about Jupiter’s satellites and their rotation around it were used as well.
“One day I was looking at the sky. While watching Jupiter I thought its satellites were rotating. If satellites are rotating around Jupiter then the earth rotates both around the sun and may be around its axis. In my opinion the Earth is round. But first I should take note about Jupiter’s satellites…. I went home and in the morning I was walking down the street. Two officials held my arms. They took me away. I asked what they were doing and ordered them to release me. They told me I was invited to the court. I wondered why they asked me to court so I went. I asked the judge what I had done. The judge told me “We’ve heard something about you.” I asked “What did you hear?” He told me “you were claiming the Earth was rotating around the sun. Is that right?” I told them “yes this is right.” He shouted at me and said “how could you dare to claim that. We are the judges so far to our age we don’t know this and you know that? Give up your claim. Tell us that the earth is a flat surface and we will release you.” As a result I accepted. While leaving the court I turned back and told them “you don’t believe that (mark my words here) the earth is not a flat surface, it is round and rotates around the sun”, and left the room. I think the officials are looking for me now. They could not digest what I said and they want to execute me.”
This writing includes knowledge, empathy and interest in Galileo at the same time, who studied in the astronomy field. Formation of the story indicates that he internalized the situation.
