Investigating In-service Science Teachers Conceptions of Astronomy, and Determine the Obstacles in Teaching Astronomy in Thailand
Astronomy concept is regarded as one difficult topic in both teachers’ and students’ perspective even though it strongly appeals to the hu.
- Pub. date: November 15, 2020
- Pages: 745-758
- 762 Downloads
- 1334 Views
- 5 Citations
Astronomy concept is regarded as one difficult topic in both teachers’ and students’ perspective even though it strongly appeals to the human mind. This concept requires imagination and the ability to use various skills and knowledge, for example, actual motion, relative position, and coordination of views from several points on the Earth to generate an explanation. As mentioned in the literature, the teacher plays a vital role in the teaching and learning process. Therefore, this study aimed to investigate 45 in-service science teachers’ understanding of astronomy concepts in a professional development program and to diagnose the misconceptions regarding astronomy concepts. A two-tier test, open-ended questions, and a semi-structured interview were used to gather information on the understanding and misconceptions, particularly on celestial motion concepts. The data were analyzed both qualitatively and quantitatively. The results pointed out that after the four-day professional development program, in-service science teachers gained significantly higher two-tier test scores. The highest progression was in the topic of the Sun’s apparent motion. However, most in-service science teachers still held some misconceptions relating to the concept of the seasons. The obstacles in teaching astronomy were also discussed. The study’s findings lead to the improvement of the professional development program for in-service science teachers required to teach astronomy concepts nationwide.
astronomy celestial motion misconception in service science teacher professional development program
Keywords: Astronomy, celestial motion, misconception, in-service science teacher, professional development program.
References
Anantasook, S., Yuenyong, C., & Hume, A. (2015). Thai students’ understanding about celestial motion within their social and cultural context. The International Journal of Science, Mathematics, and Technology Learning, 21(2), 11–22.
https://doi.org/10.18848/2327-7971/CGP/v21i02/58998
Atwood, R. K., & Atwood, V. A. (1996). Preservice elementary teachers’ conceptions of the causes of seasons. Journal of Research in Science Teaching, 33(5), 553–563. https://doi.org/10.1002/(SICI)1098-2736(199605)33:5<553::AID-TEA6>3.0.CO;2-Q
Bektasli, B. (2014). In-service science teachers’ astronomy misconceptions. Mediterranean Journal of Educational Research, 8(15), 1–10.
Brunsell, E., & Marcks, J. (2005). Identify a baseline for teachers’ astronomy content knowledge. Astronomy Education Review, 3(2), 38–46. https://doi.org/10.3847/AER2004015
Buaraphan, K. (2012). Embedding nature of science in teaching about astronomy and space. Journal of Science Education and Technology, 21, 353–369. https://doi.org/10.1007/s10956-011-9329-9
Bulunuz, N., & Jarrett, O. S. (2009). The effects of hands-on learning stations on building American elementary teachers’ understanding about earth and space science concepts. Eurasia Journal of Mathematics, Science & Technology Education, 6(2), 85–99. https://doi.org/10.12973/EJMSTE/75230
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge.
Cox, M., Steegen, A., & De Cock, M. (2016). How aware are teachers of students’ misconceptions in astronomy? A qualitative analysis in Belgium. Science Education International, 27(2), 277–300.
Dahsah, C., Phonphok, N., Pruekpramool, C., Sangpradit, T., & Sukonthachat, J. (2012). Students’ conception on sizes and distances of the Earth-Moon-Sun models. European Journal of Social Sciences, 32(4), 583–597.
Eshach, H., & Schwartz, J. L. (2006). Sound stuff? Naive materialism in middle-school students’ conceptions of sound. International Journal of Science Education, 28(7), 733–764. https://doi.org/10.1080/09500690500277938
Frede, V. (2008). The seasons explained by reputational modeling activities. Astronomy Education Review, 7(1), 44–56.
Gerber, B. L., Cavallo, A. M. L., & Marek, E. A. (2001). Relationship among informal learning environments, teaching procedures, and scientific reasoning abilities. International Journal of Science Education, 23(5), 535–549.
Grossman, P. L., & Richert, A. E. (1988). Unacknowledged knowledge growth: A reexamination of the effects of teacher education. Teaching and Teacher Education, 4(1), 53-62. https://doi:10.1016/0742-051X(88)90024-8
Hanuscin, L. D., & Lee, M. H. (2008). Using the learning cycle as a model for teaching the learning cycle to preservice elementary teachers. Journal of Elementary Science Education, 20(2), 51–66.
Hills, G. L. C. (1989). Students’ “untutored” beliefs about natural phenomena: Primitive science or common sense? Science Education, 73(2), 155–186. https://doi.org/10.1002/sce.3730730204
Howitt, C. (2007). Pre-service elementary teachers’ perceptions of factors in an holistic methods course influencing their confidence in teaching science. Research in Science Education, 37, 41–58. https://doi.org/10.1007/s11165-006-9015-8
Kanli, U. (2014). A study on identifying the misconceptions of pre-service and in-service teachers about basic astronomy concepts. Eurasia Journal of Mathematics, Science & Technology Education, 10(5), 471–479. https://doi.org/10.12973/eurasia.2014.1120a
Karplus, R., & Thier, H. D. (1967). A new look at elementary school science. Chicago: Rand McNally & Company.
Kikas, E. (2004). Teachers’ conceptions and misconceptions concerning three natural phenomena. Journal of Research in Science Teaching, 41(5), 432–448. https://doi.org/10.1002/tea.20012
Korur, K. (2015). Exploring seventh-grade students’ and pre-service science teachers’ misconceptions in astronomical concepts. Eurasia Journal of Mathematics, Science & Technology Education, 11(5), 1041–1060. https://doi.org/10.12973/eurasia.2015.1373a
Küçüközer, H. (2007). Prospective science teachers’ conceptions about astronomical subjects. Science Education International, 18(2), 113–130.
Ladachart, L., Nashon, S. M., & Roadrangka, V. (2010). A Thai physics teachers’ conceptual difficulty while teaching unfamiliar content. Asia-Pacific Journal of Science and Technology, 15(4), 304–316.
Marek, E. A., Eubanks, C., & Gallaher, T. H. (1990). Teachers’ understanding and use of the learning cycle. Journal of Research in Science Teaching, 27(9), 821-834
Ministry of education Thailand. (2008). Basic education core curriculum B.E. 2551 (A.D.2008). Khurusapa Business Organization.
Moore, F. M. (2007). Teachers’ coping strategies for teaching science in a ‘low-performing’ school district. Journal of Science Teacher Education, 18(5), 773–794. https://doi.org/10.1007/s10972-007-9066-3
Narjaikaew, P. (2013). Alternative conceptions of primary school teachers of science about force and motion. Social and Behavioral Sciences, 88, 250–257. https://doi.org/10.13189/ujer.2016.040614
Narjaikaew, P., Jeeravipoonvarn V., Pongpisanou, K., & Lamb, D. (2016). Designing inductive instructional activities in a teacher training program to enhance conceptual understandings in science for Thai science and non-science teachers. Universal Journal of Educational Research, 4(6), 1366–1377. https://doi.org/10.13189/ujer.2016.040614
Ozkan, G., & Akcay, H. (2016). Preservice science teachers’ beliefs about astronomy concepts. Universal Journal of Educational Research, 4(9), 2092–2099. https://doi.org/10.13189/ujer.2016.040921
Papageorgiou, G., & Sakka, D. (2000). Primary school teachers’ views on fundamental chemical concepts. Chemistry Education Research and Practice, 1(2), 237–247. https://doi.org/10.1039/A9RP90025J
Plummer, J. D., & Maynard, L. (2014). Building a learning progression for celestial motion: An exploration of students’ reasoning about the seasons. Journal of Research in Science Teaching, 51(7), 902–929. https://doi.org/10.1002/tea.21151
Plummer, J. D., Waskoa, K. D., & Slagle, C. (2011). Children learning to explain daily celestial motion: Understanding astronomy across moving frames of reference. International Journal of Science Education, 33(14), 1963–1992. https://doi.org/10.1080/09500693.2010.537707
Plummer, J. D., Zahm, V. M., & Rice, R. (2010). Inquiry and astronomy: Preservice teachers’ investigations of celestial motion. Journal of Science Teacher Education, 21(4), 471–493. https://doi.org/10.1007/s10972-010-9189-9
Qarareh, A. O. (2012). The effect of using the learning cycle method in teaching science on the educational achievement of the sixth graders. International Journal of Science Education, 4(2), 123–132. https://doi.org/10.1080/09751122.2012.11890035
Renner, J. W., Abraham, M. R., & Birnie, H. H. (1988). The necessity of each phase of the learning cycle in teaching high school physics. Journal of Research in Science Teaching, 25(1), 39–58. https://doi.org/10.1002/tea.3660250105
Sandholtz, J. H., & Ringstaff, C. (2016). The influence of contextual factor on the sustainability of professional development outcomes. Journal of Science Teacher Education, 27(2), 205–226. https://doi.org/10.1007/s10972-016-9451-x
Segall, A. (2004). Revisiting pedagogical content knowledge: The pedagogy of content/the content of pedagogy. Teaching and Teacher Education, 20(5), 489–504. https://doi.org/10.1016/j.tate.2004.04.006
Simpson, W. D., & Marek, E. A. (1988). Understandings and misconceptions of biology concepts held by students attending small high schools and students attending large high schools. Journal of Research in Science Teaching, 25(5), 361–374. https://doi.org/10.1002/tea.3660250504
Sözen, M., & Bolat, M. (2011). Determining the misconceptions of primary school students related to sound transmission through drawing. Procedia Social and Behavioral Sciences, 15, 1060–1066. https://doi.org/10.1016/j.sbspro.2011.03.239
Starakis, I., & Halkia, K. (2014). Addressing k-5 students’ and pre-service elementary teachers’ conceptions of seasonal change. Physics Education, 49(2), 231–239. https://doi.org/10.1088/0031-9120/49/2/231
Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37(9), 963–980. https://doi.org/10.1002/1098-2736(200011)37:9<963::AID-TEA6>3.0.CO;2-0
Trumper, R. (2001). A cross-age study of junior high school students’ conceptions of basic astronomy concepts. International Journal of Science Education, 23(11), 1111–1123.
Trumper, R. (2006). Teaching future teacher’s basic astronomy concepts seasonal changes at a time of reform in science education. Journal of Research in Science Teaching, 43(9), 879–906. https://doi.org/10.1002/tea.20138
Vosniadou, S., & Brewer, W. F. (1990). A cross-cultural investigation of children’s conceptions about the Earth, the Sun and the Moon: Greek and American data (Technical Report No. 497). ERIC. https://files.eric.ed.gov/fulltext/ED318627.pdf
Vosniadou, S., & Brewer, W. F. (1994). Mental models of the day/night cycle. Cognitive Science, 18(1), 123–183. https://doi.org/10.1016/0364-0213(94)90022-1