DOI QR코드

DOI QR Code

Analyzing Gifted Students' Explanations for Daily Celestial Motion Based on the Earth-based and Heliocentric Frames of Reference

  • Chae, Donghyun (Jeonju National University of Education) ;
  • Han, Jejun (Jeonju National University of Education) ;
  • Kim, Eunjeong (Jeonju National University of Education)
  • Received : 2013.03.07
  • Accepted : 2013.04.30
  • Published : 2013.05.31

Abstract

This study aims to investigate gifted students' explanations for daily celestial motion from the Earth-based and heliocentric frames of reference. Eleven sixth-grade elementary school students were chosen for this study and data was collected through a questionnaire and an in-depth interview. The collected data was analyzed into celestial objects which are the Sun, the moon and the stars and analyzed based on the Earth-based and heliocentric perspectives again. As a result of the research, most gifted students were able to connect the Earth-based and heliocentric frames of reference with the Sun's daily apparent motion. However, they understood the daily apparent motion of the moon and the stars far less frequently compared to the Sun's motion and could not explain the Earth's rotation clearly. The result of the interview showed that the lack of understanding about the daily celestial motion was caused by inaccurate understanding of the Earth's rotation such as using memorized knowledge learned in school and guessing the answer.

Keywords

Daily celestial motion;Frames of reference;The Earth's rotation

References

  1. American Association for the Advancement of Science). (2001). Atlas of Scientific Literacy: Volume I. Washington, DC: Author.
  2. Byun, J. S., Jung, J. G., Moon, B. C., & Jeong, J. W. (2004). High School Student Conceptions on the Motion of the Earth and Moon. Journal of the Korean Earth Science Society, 25(7), 519-531.
  3. Chae, D. H. (2004). The changes of preservice and inservice elementary school teachers' concepts of the solar system based upon their exposure to the earth motion centric solar system model. Journal of the Korean Association for Research in Science Education, 24(5), 886- 901.
  4. Cho, K. S., Chung, D. H., Kim, B. H., Park, K. S., & Park, K. J. (2011). The effects of astronomical animation module on earth science gifted students's conceptual change of diurnal motion. Journal of the Korean Earth Science Society, 32(2), 200-211. https://doi.org/10.5467/JKESS.2011.32.2.200
  5. Jung, N. S., Woo, J. O., & Jeong, J. W. (1995). Analysis of frameworks on astronomic conceptions in secondary school students. Journal of the Korean Earth Science Society, 16(3), 188-193.
  6. Kavanagh, C., Agan, L., & Sneider, C. (2005). Learning about phases of the moon and eclipses: A guide for teachers and curriculum developers. Astronomy Education Review, 4(1), 34.
  7. Lee, Y. S., Kim, S. S., Lee, S. G., Nam, Y. R., Joo, E. J., & Lee, H. L. (2011). The per-service elementary school teachers' conceptual understanding survey about astronomical field. The Korean Society of Earth Science Education, 4(3), 297-304.
  8. Na, J. J., Park, J. B., & Kook, D. S. (2010) The effects of science instructions applying 3D planetarium software: Using the unit 'Earth and Star'for the 8th grade. Journal of the Korean Earth Science Society, 31(2), 164-171 https://doi.org/10.5467/JKESS.2010.31.2.164
  9. National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy Press.
  10. Nussbaum, J. (1986). Students'perception of astronomical concepts. In J. J. Hunt (Ed.), Proceedings of the GIREP Conference 1986. COSMOS An Educational Challenge (pp. 87-97). Copenhagen, Denmark: ESA Publications Division.
  11. Plummer, J. D. (2009). Early elementary students'development of astronomy concepts in the planetarium. Journal of research in science teaching, 46(2), 192-209. https://doi.org/10.1002/tea.20280
  12. Plummer, J. D., Wasko, 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
  13. Sharp, J. G. (1996). Children's astronomical beliefs: A preliminary study of Year 6 children in south-west England. International Journal of Science Education, 18(6), 685-712. https://doi.org/10.1080/0950069960180604
  14. Shen, J., & Confrey, J. (2010). Justifying alternative models in learning astronomy: A study of K-8 teachers'understanding of frames of reference. International Journal of Science Education, 32(1), 1-29. https://doi.org/10.1080/09500690802412449
  15. Shim, K. C., Kim, H. S., & Chung, J. I. (2004). Conceptual changes of middle school students on the motion of the moon using the cognitive conflict instructional model. Journal of Korea Earth Science Society, 25(5), 348-363.
  16. Subramaniam, K., & Padalkar, S. (2009). Visualisation and reasoning in explaining the phases of the moon. International Journal of Science Education, 31(3), 359-417.
  17. The Ministry of Education and Human Resources Development (2007). 2007 revised science curriculum. The Ministry of Education and Human Resources Development.
  18. Trumper, R. (2006). Teaching future teachers basic astronomy concepts -seasonal change- at a time of reform in science. Journal of Research in Science Teaching, 43(9), 879-906. https://doi.org/10.1002/tea.20138
  19. Trundle, K. C., Atwood, R. K., & Christopher, J. E. (2002). Preservice elementary teachers' conceptions of moon phases before and after instruction. Journal of Research in Science Teaching, 39(7), 633-658. https://doi.org/10.1002/tea.10039
  20. Trundle, K. C., Atwood, R .K., & Christopher, J. E. (2007). Fourth-grade elementary students' conceptions of standards-based lunar concepts. International Journal of Science Education, 29(5), 595-616. https://doi.org/10.1080/09500690600779932