A Study of How Classroom Dialogue Facilitates the Development of Geometric Spatial Concepts Related to Understanding the Cause of Moon Phases

Autor/inn/en	Sherrod, Sonya Ellouise; Wilhelm, Jennifer
Titel	A Study of How Classroom Dialogue Facilitates the Development of Geometric Spatial Concepts Related to Understanding the Cause of Moon Phases
Quelle	In: International Journal of Science Education, 31 (2009) 7, S.873-894 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Middle School Students; Grade 7; Discussion (Teaching Technique); Astronomy; Science Instruction; Geometric Concepts; Misconceptions; Spatial Ability; Visualization; Freehand Drawing + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Astronomie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementare Geometrie; Missverständnis; Räumliches Vorstellungsvermögen; Visualisation; Visualisierung; Drawing; Zeichnen
Abstract	Research indicates that student understanding is either confirmed or reformed when given opportunities to share what they know. This study was conducted to answer the research question: Will classroom dialogue facilitate students' understanding of lunar concepts related to geometric spatial visualisation? Ninety-two middle school students engaged in classroom discussion about the two-dimensional models of the Sun-Earth-Moon system they created at the end of an inquiry Moon unit. Their responses to selected questions of the Lunar Phases Concept Inventory were also analysed. Findings indicate that classroom discourse provides the optimal setting for students to deeply ponder their long-held misconceptions and reconstruct their understanding regarding the cause of lunar phases. (Contains 6 tables and 6 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10