The Analysis of the Understanding Levels of Teacher Candidates in Different Departments about Basic Astronomy Concepts

Year 2015, Volume: 2 Issue: 2, 28 - 46, 30.08.2015

Ümmü Gülsüm Durukan Ayşegül Sağlam-arslan

https://doi.org/10.17275/per.15.11.2.2

Cited By: 4

Abstract

Learners face a variety of concepts during the instructional process
they experience. These concepts are mostly introduced by teachers;
thus, the competences of teachers in terms of teaching concepts are
vitally important. The aim of this study is to detect the
understanding levels of teacher candidates about basic astronomy
concepts. The method of the study was a survey method. The
sample of the study was composed of 293 teacher candidates from
early childhood teacher education, primary school teacher
education, elementary science education and physics education
departments. The data were collected by the achievement test,
which included three questions intended to help describe, draw and
explain the movement. The data were analysed by using the two
different understanding levels in the literature. The data obtained
showed that the teacher candidates could not submit proper
explanations for the concepts: the Earth, the Sun, the Moon,
planets, stars and satellites. This situation can be interpreted as an
indicator that teacher candidates did not have enough information
about the basic astronomy concepts. When the departments were
compared with respect to the understanding levels, it can be said
that teacher candidates from elementary science teacher education
and physics teacher education departments were at a better level of
understanding than their counterparts in early childhood teacher
education and elementary teacher education departments. We must
ensure that candidates are aware of their deficiencies and for these
deficiencies to be eliminated we present various opportunities
about astronomy activities like finding the Sun and a star using
Stellarium program for the candidates to help develop themselves.

Keywords

Astronomy concepts, Earth, Sun, Moon, teacher candidates, understanding levels

References

• Abraham, M.R., Williamson, V.M. & Westbrook, S.L. (1994). A cross age study of the understanding of five chemistry concepts. Journal of Research in Science Teaching, 31 (2), 147-165. Doi: 10.1002/tea.3660310206
• Agan, L. (2004). Stellar ideas: Exploring students’ understanding of stars. Astronomy Education Review, 3 (1), 77-97. Retrieved from: http://aer.aas.org/
• Atwood, R.K. & Atwood, V.A. (1996). Preservice elementary teachers’ conceptions of the causes of seasons. Journal of Research in Science Teaching, 33 (5), 553-567. Doi: 10.1002/(SICI)1098- 2736(199605)33:5<553::AID-TEA6>3.0.CO;2-Q
• Atwood, R.K. & Atwood, V.A. (1997). Effects of instruction on preservice elementary teachers’ conceptions of the causes of night and day the seasons. Journal of Science Teacher Education, 8 (1), 1-13. Doi: 10.1023/A:1009455201314
• Bailey, J. M. (2006). Development of a concept inventory to assess students’ understanding and reasoning difficulties about the properties and formation of stars. (PhD Thesis). The University of Arizona, USA.
• Barba, R.H. & Rubba, P.A. (1992). A comparison of preservice and in service Earth and Space science teachers’ general mental abilities, content knowledge, and problem – solving skills. Journal of Research in Science Teaching, 29(10), 1021-1035. Doi: 10.1002/tea.3660291003
• Callison, P.L. & Wright, E.L. (1993, April). The effect of teaching strategies using models on preservice elementary teachers’ conceptions about Earth- Sun- Moon relationships. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Atlanta. Abstract retrieved from http://eric.ed.gov/?id=ED360171.
• Cin, M. (2007). Alternative views of the solar system among Turkish students. Review of Education, 53, 39-53. Doi: 10.1007/s11159-006-9029-5
• Cohen, L. & Manion, L. (1994). Research methods in education. London, England: Routledge.
• Çalık, M. & Ayas, A. (2005). A comparison of level of understanding of eight – grade students and science student teachers related to selected chemistry concepts. Journal of Research in Science Teaching, 42 (6), 638- 667. Doi: 10.1002/tea.20076
• Çepni, S. (2007). Araştırma ve proje çalışmalarına giriş [Introduction to Scientific Researches and Projects]. Trabzon: Celepler Matbaacılık.
• Durukan, Ü.G. & Sağlam-Arslan, A. (2013). Fen bilgisi öğretmen adaylarının temel astronomi kavramlarını ilişkilendirme durumlarının analizi. Fen Bilimleri Öğretimi Dergisi, 1(2), 97- 109. Retrieved from: http://fead.org.tr/dergi/
• Emrahoğlu, N. & Öztürk, A. (2009). Fen bilgisi öğretmen adaylarının astronomi kavramlarını anlama seviyelerinin ve kavram yanılgılarının incelenmesi üzerine boylamsal bir araştırma [A longitudinal research on the analysis of the prospective science teachers’ level of understanding the astronomical concepts and their misconceptions]. Ç.U. Institute of Social Sciences, 18(1), 165-180. Retrieved from: http://dergipark.ulakbim.gov.tr/cusosbil/index
• Ercan, F., Taşdere, A. & Ercan, N. (2010). Kelime ilişkilendirme testi aracılığıyla bilişsel yapısı ve kavramsal değişimin gözlenmesi [Observation of cognitive structure and conceptual changes through word associations tests]. Journal of Turkish Science Education, 7(2), 136-153. Retrieved from: http://www.tused.org/
• Erden, M. (2005). Öğretmenlik mesleğine giriş [Introduction to Teaching Profession].İstanbul: Epsilon Yayıncılık.
• Frede, V. (2006). Pre-Service elementary teacher’s conceptions about astronomy. Advances in Space Research, 38, 2237–2246. Doi: 10.1016/j.asr.2006.02.017
• Hudgins, D.W. (2005). Investigation of the effect of ranking tasks on student understanding of key astronomy topics. (PhD thesis). The University of South Africa, South Africa.
• İyibil, Ü.G. & Sağlam-Arslan, A. (2010). Fizik öğretmen adaylarının yıldız kavramına dair zihinsel modelleri [Pre-service physics teachers’ mental models about stars]. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 4(2), 25-46. Retrieved from: http://dergipark.ulakbim.gov.tr/balikesirnef/index
• Kalkan, H. & Kıroğlu, K. (2007). Science and nonscience students’ ideas about basic astronomy concepts in preservice training for elementary school teachers. Astronomy Education Review, 6(1), 15-24. Retrieved from: http://aer.aas.org/
• Kallery, M. (2011). Astronomical concepts and events awareness for young children. International Journal of Science Education, 33(3), 341-369. Doi: 10.1080/09500690903469082
• Kara, İ., Erduran-Avcı, D. & Çekbaş, Y. (2008). Fen bilgisi öğretmen adaylarının ışık kavramı ile ilgili bilgi düzeylerinin araştırılması [Investigation of the science teacher candidates’ knowledge level about the concept of light]. M.A.E.U. Journal of Education Faculty, 8(16), 46-57. Retrieved from: http://edergi.mehmetakif.edu.tr/index.php/efd
• Karal, I.S. (2003). Fizik öğretmeni adaylarının konu alanı bilgi düzeylerinin belirlenmesi [Determination on subject matter knowledge level of physics teacher candidates]. (Master Thesis). Karadeniz Teknik Üniversitesi, Trabzon.
• Karasar, N. (2009). Bilimsel araştırma yöntemi [Scientific research method]. Ankara: Nobel Yayın Dağıtım.
• Kikas, E. (2005). Development of children’s knowledge: the sky, the Earth and the Sun in children’s explanations. Electronic Journal of Folklore, 31, 31- 56. Retrieved form: http://www.folklore.ee/folklore
• Klein, C.A. (1982). Children’s concepts of the Earth and the Sun: A cross cultural study. Science Education, 65 (1), 95-107. Doi: 10.1002/sce.3730660112
• Kurnaz, M.A. (2012). Yıldız, kuyruklu yıldız ve takımyıldız kavramlarıyla ilgili öğrenci algılamalarının belirlenmesi [Determining students’ comprehension of the star, comet, and constellation concepts]. A.İ.B.U. Education Faculty Journal, 12(1), 251-264. Retrieved from: http://efdergi.ibu.edu.tr/index.php/efdergi
• Küçüközer, H. (2007). Prospective science teachers’ conceptions about astronomical subjects. Science Educational International, 18(2), 113-130. Retrieved from: http://www.icaseonline.net/seiweb/
• Küçüközer, H., Bostan, A. & Işıldak, R.S. (2010). İlköğretim matematik öğretmeni adaylarının bazı astronomi kavramlarına ilişkin fikirlerine öğretimin etkileri [Effects of instruction on preservice mathematics teachers’ ideas about some astronomy concepts]. OMÜ Eğitim Fakültesi Dergisi, 29(1), 105-124. Retrieved from: http://dergipark.ulakbim.gov.tr/omuefd/
• Liu, S.H. (2003). Models of “The Heavens and the Earth”: an investigation of German and Taiwanese students’ alternative conceptions of the universe. International Journal of Science and Mathematics Education, 3, 295-325. Doi: 10.1007/s10763-004-4032-4
• Liu, O.L., Lee, H.S, Hofstetter, C. & Linn, M.C. (2008). Assessing knowledge integration in science: Construct measures and evidence. Educational Assessment, 13, 33-55. Doi: 10.1080/10627190801968224
• M.E.B. (2005). İlköğretim fen ve teknoloji dersi (4 ve 5. sınıflar) öğretim programı. Talim ve Terbiye Kurulu Başkanlığı, Ankara. Retrieved from: ttkb.meb.gov.tr/program2.aspx
• M.E.B. (2006). İlköğretim fen ve teknoloji dersi (6, 7 ve 8. sınıflar) öğretim programı. Talim ve Terbiye Kurulu Başkanlığı, Ankara. Retrieved from: ttkb.meb.gov.tr/program2.aspx
• M.E.B. (2009). İlköğretim 1, 2 ve 3. sınıflar hayat bilgisi dersi öğretim programı ve kılavuzu. Talim ve Terbiye Kurulu Başkanlığı, Ankara. Retrieved from: ttkb.meb.gov.tr/program2.aspx
• Mullholland, J. & Ginns, I. (2008). College Moon project Australia: Preservice teachers learning about the Moon’s phases. Research Science Education, 38, 385-399. Doi: 10.1007/s11165-007- 9055-8
• Panagiotaki, G., Nobes, G. & Potton, A. (2009). Mental models and other misconceptions in children’s understanding of the Earth. Journal of Experimental Child Psychology, 104(1), 52-67. Doi: 10.1016/j.jecp.2008.10.003
• Percy, J.R. (1998). Variable stars in astronomical research, education, and development. Astrophysics and Space Science, 258, 357-365. Doi: 10.1023/A:1001772315586
• Plummer, J.D. (2009). A cross-age study of children’s knowledge of apparent celestial motion. International Journal of Science Education, 31, 1571–1605. Doi:10.1080/09500690802126635
• 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. Doi: 10.1080/09500693.2010.537707
• Plummer, J.D. (2014). Spatial thinking as the dimension of progress in an astronomy learning progression. Studies in Science Education, 50 (1), 1-45. Doi: 10.1080/03057267.2013.869039
• Rutherford, I.B. (2004). Exploring alternative conceptions of teachers and informal educators about selected astronomy concepts. (PhD Thesis). The University of Cincinnati, USA.
• Sağlam-Arslan, A. & Kurnaz, M.A. (2009). Prospective physics teachers’ level of understanding energy, power and force concepts. Asia-Pasific Forum on Science Learning and Teaching, 10, 1-18. Retrieved from: http://www.ied.edu.hk/apfslt
• Sneider, C.I. & Ohadi, M.M. (1998). Unraveling students’ misconceptions about the Earth’s shape and gravity. Science Education, 82, 265- 284. Doi: 10.1002/(SICI)1098- 237X(199804)82:2<265::AID-SCE8>3.0.CO;2-C
• Straatemeier, M., Van der Mass, H.L.J. & Jansen, B.R.J. (2008). Children’s knowledge of the Earth: a new methodological and statistical approach. Journal of. Experimental Child Psychology,100, 276-296. Doi: 10.1016/j.jecp.2008.03.004
• Summers, M. & Mant, J. (1995). A survey of British primary school teachers’ understanding of the Earth’s place in the universe. Educational Research, 37(1), 3-19. Doi: 10.1080/0013188950370101
• Suzuki, M. (2003). Conversations about the Moon with prospective teachers in Japan. Science Education, 87(6), 892- 910. Doi: 10.1002/sce.10082
• Şahin, Ç., Bülbül, E. & Durukan, Ü.G. (2013). The effect of conceptual change texts on removing students’ alternative conceptions about celestial bodies. Journal of Computer and Educational Research, 1(2), 38-64. Retrieved from: http://dergipark.ulakbim.gov.tr/jcer
• Taşcan, M. (2013). Fen bilgisi öğretmenlerinin temel astronomi konularındaki bilgi düzeylerinin belirlenmesi (Malatya İli Örneği) [Determine of science teachers knowledge level about basic astronomy subjects (The example of Malatya)]. (Yüksek Lisans Tezi). İnönü Üniversitesi, Malatya.
• Trumper, R. (2001). A cross- college age study of science and nonscience students’ conceptions of basic astronomy concepts in preservice training for high-school teachers. Journal of Science Education and Technology, 10 (2), 189-195. Doi: 10.1023/A:1009477316035
• Trumper, R. (2006a). Teaching future teachers basic astronomy concepts- sun- earth- moon relative movements-at a time of reform in science education. Research in Science and Technological Education, 24(1), 85-109. Doi: 10.1080/02635140500485407
• Trumper, R. (2006b). Teaching future teachers basic astronomy concepts-seasonal changes- at a time reform in science teaching. Journal of Research in Science Teaching, 43(9), 879-906. Doi: 10.1002/tea.20138
• 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. Doi: 10.1002/tea.10039
• Trundle, K.C., Atwood, R.K. & Christopher, J.E. (2006). Preservice elementary teachers’ knowledge of observable Moon phases and pattern of change in phases. Journal of Science Teacher Education, 17, 87-101. Doi: 10.1007/s10972-006-9006-7
• Trundle, K.C., Atwood, R.K. & Christopher, J.E. (2007). A longitudinal study of conceptual change: Preservice elementary teachers’ conceptions of Moon phases. Journal of Research in Science Teaching, 44(2), 303- 326. Doi: 10.1002/tea.20121
• Tunca, Z. (2005, September). Türkiye’de ilk ve ortaöğretimde astronomi eğitim ve öğretiminin dünü, bugünü. Paper presented at the Ulusal 5. Fen Bilimleri ve Matematik Eğitimi Kongresi, Ankara. Abstract retrieved from www.fedu.metu.edu.tr/UFBMEK5/b_kitabi/PDF/Astronomi/Panel/ t1-3d.pdf
• Türkoğlu, O., Örnek, F., Gökdere, M., Süleymanoğlu, N. & Orbay, M. (2009). On pre-service science teachers' preexisting knowledge levels about basic astronomy concepts. International Journal of Physical Sciences, 4(11), 734-739. Retrieved from: http://www.academicjournals.org/ijps
• Uzunkavak, M. (2009). Öğrencilerin Newton kanunları bilgilerinin yazı ve çizim metoduyla karşılaştırılması [Comparison of students’ knowledge about Newton’s laws by writing and drawing metod]. SDU International Journal of Technologic Sciences, 1(1), 29-40. Retrieved from: http://edergi.sdu.edu.tr/index.php/utbd
• Ünsal, Y., Güneş, B. & Ergin, İ. (2001). Yükseköğretim öğrencilerinin temel astronomi konularındaki bilgi düzeylerinin tespitine yönelik bir araştırma [ A study of investigate the fundamental astronomy knowledge levels of undergraduate students]. G.U. Journal of Gazi Educational Faculty, 21(3), 47-60. Retrieved from: http://www.gefad.gazi.edu.tr
• Wallace, C.S., Prather, E.E. & Duncan, D.K. (2011). “A Study of General Education Astronomy Students’ Understandings of Cosmology. Part I. Development and Validation of Four Conceptual Cosmology Surveys”. Astronomy Education Review, 10, 010106. Retrieved from: http://aer.aas.org/
• Wallace, C.S., Prather, E.E. & Duncan, D.K. (2012). A study of general education astronomy students’ understandings of cosmology. Part V. The effects of a new suite of cosmology lecture-tutorials on students’ conceptual knowledge. International Journal of Science Education, 34(9), 1297-1314. Doi: 10.1080/09500693.2012.677960
• Zeilik, M., Mattern, N., Schau, C., Hall, S., Teague, K.W. & Bisard,W. (1997). Conceptual astronomy: A novel model for teaching post secondary science courses. American Journal of Physics, 65 (10), 987-996. Doi: 10.1119/1.18702
• Zeilik, M., Mattern, N. & Schau, C. (1999). Conceptual astronomy II. Replicating conceptual gains, probing attitude changes across three semesters. American Journal of Physics, 67(10), 923- 927. Doi: 10.1119/1.19151