A summer camp experience of primary student: Let’s learn astronomy, explore the space summer camp

In this research, we examined whether LLAESSCs resulted in any significant changes to the RPBS and SSCPI students’ understanding of scientific knowledge and their academic achievement level on the Earth and Universe.

In light of the findings, it can be claimed that LLAESSC did not have any significant effect in their understanding of scientific knowledge (Table 4). This may be attributed to the brief length of the camp (5 days) for both the RPBS and SSCPI groups. Therefore, the results of this study support the other studies where a change in scientific knowledge was observed indicating a longer period of time was necessary in order to see any change in scientific knowledge level (Ünal Çoban, 2009). In this case the longitudinal studies are also recommended (Gibson & Chase, 2002). Another reason for this result may be that there was only one inventory to collect data in identifying scientific knowledge. Similarly, Çalışkan (2004) and Ünal Çoban (2009) stated in their studies that the inventory alone is not enough to identify students’ conceptions of scientific knowledge, and that data triangulation is needed as a means of qualitative data collection tools.

This situation can also be due to usage of activities that are not clearly and directly related to scientific knowledge. Abd-El-Khalick & Lederman (2000) emphasize that direct clear discussions of scientific knowledge, and explicit analyses of cross-sections from science history or philosophy can change perceptions of scientific knowledge. This case makes the researchers to review the worksheets used in the project in terms of developing opinions on scientific knowledge.

On the other hand, it was seen that although the SKS scores of both groups of students were similar at the beginning of the LLAESSC (RPBS =61.56; SSCPI =61.52), the RPBS students’ average SKS scores increased a bit more than the SSCPI students’ at the end of the LLAESSC (RPBS =63.43; SSCPI =61.84). Therefore, it can be claimed that the LLAESSC do further the RPBS students’ understanding of scientific knowledge, albeit it is not a significant increase. The results show that both groups of students need extra, explicit and long-term support for having the idea of scientific knowledge. Another contribution of the LLAESSC to RPBS students is that it provided an opportunity to significantly change their understanding of concepts about the Earth and Universe (Table 4). In their study Bakas & Mikropoulos (2003) showed that students can explain and concretize astronomy concepts better with three dimensionally designed activities. In the study conducted by Amorim, Pereira, Liberato, Caramelo, Amraoui, Alencoao, & Reis (2009) it is seen that students learned astronomy concepts in a more meaningful way at the end of watching simulations and conducting observations with telescopes. On the other hand, the SSCPI students in the LLAES summer science camp increased their average scores at the end of camp (=14.15) compared to the beginning of the LLAESSC (=12.89). But the difference between the above average scores is not considered statistically significant (Table 5). However, in the interview data of the participants, it is seen that there is a positive improvement in their comprehension of astronomy and space concepts when compare to the beginning of the camp. Fields (2009) state that at the end of their summer camp, students expressed that they liked informal science learning experiences and they better understood astronomy subjects.

Consequently, "Let’s Learn Astronomy Explore Space" summer camp did not make a significant change in RPBS and SSCPI students’ opinions for scientific knowledge. However, it contributed significantly to the RPBS students’ comprehension of concepts about the Earth and Universe. In the analysis of the drawings and writings it is seen that there is a positive and significant knowledge, comment and interest increase in students about astronomy, its content and scientist interested in astronomy.

In their writings and drawings, science camp helped the students to develop an opinion that space and the celestial bodies in it are not so far and frightening and lead children to explore planets and other celestial bodies.

Science courses, especially subjects including abstract concepts should be organized and practiced in a way to attract students’ attention, develop higher thinking abilities and enable them to learn more meaningfully (Yair, 2001). However, education in our schools seems to be quite far away from helping students learn meaningfully to acquire personal abilities and contribute to the active learning process. Although the lessons students listen to are interesting, they cannot concentrate for a long time in the lesson. Students cannot get out of being a passive learner and put into practice their potential for their own learning. As a consequence, effective learning does not occur (Chen et al., 2007). For that reason, it can be claimed that in the education system new educational methods, and equipment that makes the students active, prevents distraction in a short time, and makes subjects interesting and fun are needed. It is suggested that in order to make significant changes in students’ opinions for scientific knowledge, activities should be enriched with clear presentations and practices about the nature of scientific knowledge and the camp should last longer.

In their study Krstovic, Brown, Chacko & Trinh (2009) administered a survey in order to determine which activities motivate and support students’ interest in astronomy. In this survey, the students chose the following activities; virtual space exploration and space station visits, interviewing with astronauts, and listening to interesting space stories. Considering the conducted study and the findings of this study it is suggested to hold camps where children can enjoy learning and do not experience any exam anxiety. Moreover, if possible, the duration of the camps should be longer in order to see any change on any variable which has resistance to change.