Communicating Astronomy Education Research

1. Communicating Astronomy Education Research Anthony Lelliott Marang Centre for Maths and Science Education, University of the Witwatersrand, Johannesburg, South Africa Tony.Lelliott@wits.ac.za 1

2. Astronomy Education vs Communication Credits: Christensen & Russo. 2

3. Purpose • Review of astronomy education research over a 35-year period from 1974 until 2008. • Studies of school students, teachers and science centre visitors. • 103 peer-reviewed journal articles examined. 3

4. Methodology • Narrative review, using qualitative methods to synthesize interpretations. • Main criteria: English-language peer-reviewed research articles between 1974 and 2008. • Scrutinised their methods, conceptual frameworks and findings. 4

5. Increase in astronomy education research 1974-2008

6. Topics covered here • Earth shape • Gravity • Nay/night cycle • Moon Phases • Earth seasons • Spatial scale 6

7. Earth shape • 38 studies; all with children. • Early studies classified conceptions. • Later studies linked conceptions to mental models. • Controversy over how Earth globe used in interviews with children. • Recent research: children gradually develop scientific view of the Earth. 7

8. Gravity • 25 studies • Misconceptions about gravity: • Objects float on the Moon • Gravity only works in an atmosphere • There is no gravity in space • Caused by rotation of Earth • Recommended interventions which involve confronting peoples’ beliefs and ideas about gravity. 8

9. The day/night cycle • 35 studies. • Younger children use ideas from their own experience to explain the phenomenon (e.g. sun sleeps behind the hills). • Older children and teachers (having been exposed to globes etc.) understand the concept well enough to provide a scientific explanation. 9

12. The phases of the Moon • 36 studies. • Able to describe the Moon phases, but are unable to explain why the phases occur. • Commonest misconception: caused by Earth’s shadow falling on Moon. 12

13. People are heavily influenced by poor book diagrams Although this diagram is not to scale, there is no reference to this on the page

14. Again, this Internet diagram is not to scale, which can results in misconceptions about the Moon phases

15. Real scale of Earth to Moon Seeing the correct scale could help reduce misconceptions of Earth’s shadow

16. Understanding Moon phases • Only ‘carefully scaffolded conceptual change interventions’ enabled students to explain the Earth-Sun-Moon system coherently. • Attributed this to the degree of the students’ immersion in the intervention. • Not an easy topic for communicators, though models can assist. 16

17. The Seasons • 27 studies • Commonest misconception: ‘distance theory’: Earth closer to the Sun in summer and further in winter. • Very little understanding of scientifically ‘correct’ reason for seasons. 17

18. Diagrams like this may promote the ‘distance theory’ explanation for the seasons As with Moon phases, textbook diagrams, charts and Internet images may promote misconceptions.

19. Understanding the seasons • Only detailed interventions involving the key concepts of: • orbit, • tilt and • how radiation falls on a sphere …. • are able to improve students’ understanding of the topic. • Like Moon phases, not an easy topic for astro communicators 19

20. Spatial Scale (size, distance etc.) • 9 studies • Different researchers: contrasting opinions on the ability of children to understand ‘spatial scale’ in astronomy. • Sharp: ‘comparisons involving relative size, distance, age and time were … useful and familiar to children’. • Sadler: ‘comprehension of vast astronomical scales appears to remain beyond the reach of students’.

21. Spatial scale: misleading photos • In an effort to excite or impress, not-to-scale diagrams and photos can be misleading ………

24. Spatial scale • Ideal topic for science centres, and facilities with plenty of space to demonstrate relative sizes of planets and distances across solar system and beyond.

25. Taking the Solar System for a walk at HartRAO

26. Implications for communication of astronomy concepts • Most concepts are counter-intuitive and challenging. • Communicators’ role in mediation is vital. • Observations of the sky help, but do not explain the science. • Don’t expect to change people’s understanding with a simple didactic demonstration. • Demonstrations without hands-on activities unlikely to succeed. 26

27. So what can communicators do? • Run themed innovative experiences in astronomy for visitors. • These must use physical (and virtual) scale models. • Help people to interpret what book diagrams and Internet images represent. • Run short courses for teachers. • Disseminate best practice. 27

28. Full version of this presentation is published as: • Lelliott, A. D., & Rollnick, M. (2010). Big ideas: a review of astronomy education research 1974-2008. International Journal of Science Education (in press). • Available online at:http://dx.doi.org/10.1080/09500690903214546 Tony.Lelliott@wits.ac.za 28