Grady Venville University of Western Australia

1. A Sociocultural Perspective on Young Children’s Conceptions of the Moon: Two Australian Case Studies Grady Venville University of Western Australia

2. Purpose and Research Questions The purpose was to investigate young Australian children’s understandings of the moon from a sociocultural perspective • What conceptions do young Australian children have of the moon? • What social and/or cultural factors can be related to those conceptions?

3. Literature Review and Theoretical Frame • Vosniadou’s (2003) four variables of a theory of conceptual change include the broader social and cultural environments in which children live and learn • Vosniadou and Brewer (1990; 1994) USA and Greek study • Fleer (1997) 4-8 year old rural Aboriginal Australian children’s views of night and day

4. Method • Multiple case study design of 2 Australian children - Sally (7yrs), Steve (5 yrs) • In-depth interviews (audio and video recorded) • In-depth interviews with parents (audio) • Thematic approach to data analysis

5. Australian Context PERTH SYDNEY

6. Perth City view from UWA

7. Bicton Primary School

8. Theme 1: The moon, rockets and astronauts Interviewer: What else do you know about the moon, Sally? Sally: Rockets come on it. It’s big. And they blow fire out of it and they come apart.

9. Theme 2: The Non-living Moon Interviewer: Do you think the moon is alive? Sally: No. Interviewer: No, why not? [pause] Can you tell me something that is alive? Are you alive? Sally: Yes [laughter]. Interviewer: Yes, Is Mia alive, your cat? Sally: Yes. Interviewer: So why isn’t the moon alive? Sally: Because it doesn’t have a face on it.

10. Theme 3: Movement and the Moon Steve’s Dad: So we’ll be sitting here at night time watching the cricket [on satellite TV], and he’ll say where’s that, Dad? and I’ll say England, and okay so they’re playing in England, so [in Steve’s mind] the sun’s over there. Steve’s Mum: We’ve got relatives in England and mum’s [on holiday].

11. Theme 4: The Yellow Plastic Moon Interviewer: Do you know what the moon might be made out of? Steve: Plastic. Interviewer: Plastic, why do you think that? Steve: Bats. Interviewer: Bats, yes, oh like a cricket bat? Do you have a cricket bat made out of plastic? Steve: Yes, I’ve got three.

12. Theme 5: Views from the Moon Interviewer: What do you think Earth would look like [from the moon]? Sally: A circle and then the thing inside it. Interviewer: The thing inside? Sally: Ah hum [yes]. Interviewer: What’s inside? Sally: Australia.

13. Conclusion • Strong cultural and social factors influenced the children’s developing conceptions of the moon • e.g. books, social activities with the family, television, school activities, sporting events, pets, telephoning relatives in other countries • Observations support Vosniadou’s 4th variable in theoretical framework • Influence can be positive and negative in terms of learning science • Ideas children develop are consistent with children’s social and cultural environment • Teachers and researchers need to take children’s social and cultural environment into consideration