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The impact of teaching on students' definitions and explanations of astronomical phenomena
ARTICLE

Learning and Instruction Volume 8, Number 5 ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

A longitudinal study of the influence of education on the children's ability to define and explain astronomical concepts (equator, axis, orbit, day/night cycle and seasonal changes) was carried out. The initial analysis was conducted of the way the topics were covered in the textbook and taught in the classroom. Subsequently, 20 students (aged 10–11 years) were interviewed two months after having been taught the topics and again four years later in order to establish the impact of the teaching on their ability to define and explain the concepts correctly. The results indicated that after two months the students were able to recall the scientific explanations given in the lessons, but that after four years they could only provide everyday and inaccurate explanations.

Citation

Kikas, E. The impact of teaching on students' definitions and explanations of astronomical phenomena. Learning and Instruction, 8(5), 439-454. Elsevier Ltd. Retrieved April 7, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0959-4752(98)00004-8